This presentation was created for my EDIM510 course (Web 2.0) with the intent of sharing with colleagues in order to facilitate with the use of these very helpful tools in (and out) of the classroom.
This document summarizes the agenda and objectives for Session II of a digital leadership training. The session focuses on:
1) Navigating an online course management system and sorting/filtering Excel spreadsheet data and charts.
2) Using the internet efficiently to find, evaluate, and store information and to legally and ethically share it.
3) Developing a personal web presence by creating a start page on Protopage.
The document discusses creating a culture of learning in libraries. It argues that learning, rather than training, should be emphasized because learning is self-directed, focused on the individual, and can happen anywhere and anytime. The key elements of a learning culture include management involvement, tying learning to strategic goals, and providing access to learning resources for all staff. Tips for creating such a culture involve things like dedicating staff to guide learning, collaborating with other libraries, and allowing time and incentives for staff learning. An emphasis on informal and ongoing learning is important for adapting to changing needs.
The document provides links to different Web 2.0 tools that could be used for learning activities, including Facebook, Twitter, and blogs. It instructs the reader to choose one tool that appeals to them, think of how to apply it to their subject area, explore using the tool, develop a prototype, and share their ideas. Examples of using Facebook, Twitter, and blogs in education are also listed.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Some tools to bring new life to your classroomSteve Young
With any job it’s easy to eventually find oneself in a rut, doing things the same way over and over. I know back when I was teaching, sometimes the pressures of grading, paperwork, and the real world meant that I didn’t try to teach a lesson differently or try something new with my students. Maybe I blamed it on the fact that I had four preps, but no matter what the reason, it was very rewarding to take time to try a new innovative lesson and see it work very well in the classroom.
As we start a new school year, there is no better time for teachers to investigate something new. And whether it is something truly transformative to teaching, or maybe just a tool to make teaching a little more efficient, any improvement is a step in the right direction. Here are some simple to use tools to get you started in the right direction.
11 advantages of using a blog for teachingFrank Calberg
The document outlines 11 advantages of using blogs for teaching. It discusses how blogs make education more student-focused, allow learning anytime and anywhere, encourage continuous work and learning, help develop critical thinking, communication, creativity, collaboration skills, make learning less formal, open up learning, encourage experimenting with different media, and integrate learning with work and life. Specific benefits mentioned include reflection, feedback, sharing work, engaging audiences, and developing 21st century skills. Examples of blog uses by students, teachers, and parents are also provided.
The document provides guidance on using social media to communicate with students and parents. It recommends sharing news, accomplishments, resources and topics being learned, but avoiding personal information, negative comments, account credentials or copyrighted materials. It also suggests updating frequently, responding to comments, blocking profanity, treating pages professionally, and deleting inappropriate comments. Social media can efficiently share information with students and parents across devices and platforms.
Classroom web pages are becoming a popular way for teachers to provide online resources and support for students. They allow digital natives access to curriculum materials 24/7 in ways that support reading, writing and learning. Web pages also help students see the internet as personally relevant to their schoolwork and allow teachers to stay connected to students and families.
This document summarizes the agenda and objectives for Session II of a digital leadership training. The session focuses on:
1) Navigating an online course management system and sorting/filtering Excel spreadsheet data and charts.
2) Using the internet efficiently to find, evaluate, and store information and to legally and ethically share it.
3) Developing a personal web presence by creating a start page on Protopage.
The document discusses creating a culture of learning in libraries. It argues that learning, rather than training, should be emphasized because learning is self-directed, focused on the individual, and can happen anywhere and anytime. The key elements of a learning culture include management involvement, tying learning to strategic goals, and providing access to learning resources for all staff. Tips for creating such a culture involve things like dedicating staff to guide learning, collaborating with other libraries, and allowing time and incentives for staff learning. An emphasis on informal and ongoing learning is important for adapting to changing needs.
The document provides links to different Web 2.0 tools that could be used for learning activities, including Facebook, Twitter, and blogs. It instructs the reader to choose one tool that appeals to them, think of how to apply it to their subject area, explore using the tool, develop a prototype, and share their ideas. Examples of using Facebook, Twitter, and blogs in education are also listed.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Some tools to bring new life to your classroomSteve Young
With any job it’s easy to eventually find oneself in a rut, doing things the same way over and over. I know back when I was teaching, sometimes the pressures of grading, paperwork, and the real world meant that I didn’t try to teach a lesson differently or try something new with my students. Maybe I blamed it on the fact that I had four preps, but no matter what the reason, it was very rewarding to take time to try a new innovative lesson and see it work very well in the classroom.
As we start a new school year, there is no better time for teachers to investigate something new. And whether it is something truly transformative to teaching, or maybe just a tool to make teaching a little more efficient, any improvement is a step in the right direction. Here are some simple to use tools to get you started in the right direction.
11 advantages of using a blog for teachingFrank Calberg
The document outlines 11 advantages of using blogs for teaching. It discusses how blogs make education more student-focused, allow learning anytime and anywhere, encourage continuous work and learning, help develop critical thinking, communication, creativity, collaboration skills, make learning less formal, open up learning, encourage experimenting with different media, and integrate learning with work and life. Specific benefits mentioned include reflection, feedback, sharing work, engaging audiences, and developing 21st century skills. Examples of blog uses by students, teachers, and parents are also provided.
The document provides guidance on using social media to communicate with students and parents. It recommends sharing news, accomplishments, resources and topics being learned, but avoiding personal information, negative comments, account credentials or copyrighted materials. It also suggests updating frequently, responding to comments, blocking profanity, treating pages professionally, and deleting inappropriate comments. Social media can efficiently share information with students and parents across devices and platforms.
Classroom web pages are becoming a popular way for teachers to provide online resources and support for students. They allow digital natives access to curriculum materials 24/7 in ways that support reading, writing and learning. Web pages also help students see the internet as personally relevant to their schoolwork and allow teachers to stay connected to students and families.
This document discusses the use of technology tools to support professional learning communities (PLCs). It begins by posing questions about the purpose of PLCs and challenges teachers face. It then provides examples of different technology tools that can be used in six categories: communication, collaborative writing, research sharing, data collection, audio/visual creation, and PLC management. The document emphasizes that technology should accelerate learning and teaching, not be the focus. It offers tips on integrating technology, including starting small, having a backup plan if tools fail, and learning from others. Overall, the document aims to spark ideas for leveraging technology to enhance collaboration and sharing within PLCs.
This document discusses how teachers can use the free website building platform Weebly to create online communication between educators, students, and families. It explains that Weebly allows teachers to build class websites where they can post homework assignments, class calendars, notes, projects, educational games and more. These websites enable teachers to share resources and information with students and parents, improving communication and involvement within the school community. The document provides examples of free tools that can be used to enhance Weebly websites, such as widgets, animations, and content from sites like Twitter, Google Calendar and SlideShare.
Diigo is a social bookmarking tool that helps avoid information overload through collaborative bookmarking and organization of web content. It allows users to create groups for sharing bookmarks and supports importing and exporting bookmarks to services like Delicious. Educators can create accounts to use Diigo for student collaboration through shared bookmarks and student groups.
Center.me aims to be a personalized online education platform that curates lesson plans, schedules, resources and motivational content for students based on their goals. It recognizes that while online education provides accessibility and low costs, students often struggle with staying organized, accountable and on track without guidance. Customer interviews revealed that while some were skeptical about the need for such a service, others saw value in a platform that simplifies navigating different education options and ensures students receive quality, tailored content.
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.
The document summarizes an infographics workshop presented at the University of Guelph. The workshop introduced participants to infographics and their uses, had them evaluate example infographics using established criteria, and created their own simple infographic using PowerPoint. Active learning techniques like think-pair-share and hands-on activities were used. Feedback from various participant groups like university students, high school students, and library staff is discussed. Areas for future workshops are brainstormed, including adding a data literacy component or advanced software training. The workshop aims to develop visual literacy skills through a creative hands-on approach.
The document discusses using blogging to enhance student metacognition and digital portfolios. It provides an overview of how blogging was implemented in a classroom, including developing blogging guidelines and resources, a blogging unit, examples of student blog posts, and culminating with student-led conferences to reflect on their learning. Contact information is given for the instructional coach and technology specialist who led the blogging project.
The document outlines the process for a lecturer to set up an ePortfolio assessment using Mahara at Southampton Solent University. First, the lecturer reviews the support guide and contacts the learning technologies team. Then, an assessment brief is developed along with an example portfolio. Supporting materials are added to the course Moodle page. An induction activity and mid-term clinic are scheduled to help students. Finally, students submit their portfolios for assessment and the best works are used as examples in future years.
This document discusses social media trends and their implications for learning. It outlines current social media usage statistics showing high penetration rates in Canada. Social media allows learning to become more collaborative, personalized and less formal. The document encourages fostering dynamic social learning spaces using social media by moving from one-way content to two-way conversations and connections. Questions from the audience are invited at the end.
Encouraging Girls to Participate in Computer Sciencekimarnold28
Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Social Media 101 Using Social Media to Advise, Connect & PromotePennySchouten
Presented at the NAFSA Region X and Region XI 2008 Conferences by Penny Schouten and Mike Stone.
Session explained how international educators can use Blogs Facebook, Twitter, YouTube and other social media to advise, connect and promote.
This document provides guidance on using Twitter to build a professional learning network by connecting, communicating, and collaborating. It explains key Twitter concepts and vocabulary. Suggestions are given for how teachers can use Twitter in the classroom for projects, discussions with experts, and live tweeting of events. Resources and educators to follow on Twitter are also listed to help get started with an educational Twitter presence.
Online resources and apps to enhance engagement in accounting1murcha
This was my presentation at the 2018 Comview Conference in Victoria Australia. It shares some of the online resources, tools and apps that can be used to engage students in accounting. Some of the resources are directly targeted at the new Study Design for VCE Accounting which will be implemented in 2019.
This document discusses the benefits of using technology in the classroom. It begins by defining technology and noting how prevalent it has become in daily life. The document then outlines several ways technology can help students, such as familiarizing them with tools they will encounter in the workforce and allowing them to develop in-demand skills. It provides examples of specific technologies that can be used for tasks like presentations, document production, collaboration, gaming, and social networking. The document argues these technologies foster skills like problem-solving and collaboration while making learning more engaging.
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.
The document provides an overview of social media tools for educational use. It discusses what social media is, why educators should use it, and how students are digital natives accustomed to technology. The document then examines popular social networking platforms like Facebook, Twitter, blogs and their educational applications. It emphasizes selecting tools based on pedagogy over technology. The document concludes by introducing 13 social media tools for educational use, including Google Apps, Twitter, Flickr and discussing best practices for integrating social media into teaching.
This document discusses the use of technology tools to support professional learning communities (PLCs). It begins by posing questions about the purpose of PLCs and challenges teachers face. It then provides examples of different technology tools that can be used in six categories: communication, collaborative writing, research sharing, data collection, audio/visual creation, and PLC management. The document emphasizes that technology should accelerate learning and teaching, not be the focus. It offers tips on integrating technology, including starting small, having a backup plan if tools fail, and learning from others. Overall, the document aims to spark ideas for leveraging technology to enhance collaboration and sharing within PLCs.
This document discusses how teachers can use the free website building platform Weebly to create online communication between educators, students, and families. It explains that Weebly allows teachers to build class websites where they can post homework assignments, class calendars, notes, projects, educational games and more. These websites enable teachers to share resources and information with students and parents, improving communication and involvement within the school community. The document provides examples of free tools that can be used to enhance Weebly websites, such as widgets, animations, and content from sites like Twitter, Google Calendar and SlideShare.
Diigo is a social bookmarking tool that helps avoid information overload through collaborative bookmarking and organization of web content. It allows users to create groups for sharing bookmarks and supports importing and exporting bookmarks to services like Delicious. Educators can create accounts to use Diigo for student collaboration through shared bookmarks and student groups.
Center.me aims to be a personalized online education platform that curates lesson plans, schedules, resources and motivational content for students based on their goals. It recognizes that while online education provides accessibility and low costs, students often struggle with staying organized, accountable and on track without guidance. Customer interviews revealed that while some were skeptical about the need for such a service, others saw value in a platform that simplifies navigating different education options and ensures students receive quality, tailored content.
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.
The document summarizes an infographics workshop presented at the University of Guelph. The workshop introduced participants to infographics and their uses, had them evaluate example infographics using established criteria, and created their own simple infographic using PowerPoint. Active learning techniques like think-pair-share and hands-on activities were used. Feedback from various participant groups like university students, high school students, and library staff is discussed. Areas for future workshops are brainstormed, including adding a data literacy component or advanced software training. The workshop aims to develop visual literacy skills through a creative hands-on approach.
The document discusses using blogging to enhance student metacognition and digital portfolios. It provides an overview of how blogging was implemented in a classroom, including developing blogging guidelines and resources, a blogging unit, examples of student blog posts, and culminating with student-led conferences to reflect on their learning. Contact information is given for the instructional coach and technology specialist who led the blogging project.
The document outlines the process for a lecturer to set up an ePortfolio assessment using Mahara at Southampton Solent University. First, the lecturer reviews the support guide and contacts the learning technologies team. Then, an assessment brief is developed along with an example portfolio. Supporting materials are added to the course Moodle page. An induction activity and mid-term clinic are scheduled to help students. Finally, students submit their portfolios for assessment and the best works are used as examples in future years.
This document discusses social media trends and their implications for learning. It outlines current social media usage statistics showing high penetration rates in Canada. Social media allows learning to become more collaborative, personalized and less formal. The document encourages fostering dynamic social learning spaces using social media by moving from one-way content to two-way conversations and connections. Questions from the audience are invited at the end.
Encouraging Girls to Participate in Computer Sciencekimarnold28
Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Social Media 101 Using Social Media to Advise, Connect & PromotePennySchouten
Presented at the NAFSA Region X and Region XI 2008 Conferences by Penny Schouten and Mike Stone.
Session explained how international educators can use Blogs Facebook, Twitter, YouTube and other social media to advise, connect and promote.
This document provides guidance on using Twitter to build a professional learning network by connecting, communicating, and collaborating. It explains key Twitter concepts and vocabulary. Suggestions are given for how teachers can use Twitter in the classroom for projects, discussions with experts, and live tweeting of events. Resources and educators to follow on Twitter are also listed to help get started with an educational Twitter presence.
Online resources and apps to enhance engagement in accounting1murcha
This was my presentation at the 2018 Comview Conference in Victoria Australia. It shares some of the online resources, tools and apps that can be used to engage students in accounting. Some of the resources are directly targeted at the new Study Design for VCE Accounting which will be implemented in 2019.
This document discusses the benefits of using technology in the classroom. It begins by defining technology and noting how prevalent it has become in daily life. The document then outlines several ways technology can help students, such as familiarizing them with tools they will encounter in the workforce and allowing them to develop in-demand skills. It provides examples of specific technologies that can be used for tasks like presentations, document production, collaboration, gaming, and social networking. The document argues these technologies foster skills like problem-solving and collaboration while making learning more engaging.
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.
The document provides an overview of social media tools for educational use. It discusses what social media is, why educators should use it, and how students are digital natives accustomed to technology. The document then examines popular social networking platforms like Facebook, Twitter, blogs and their educational applications. It emphasizes selecting tools based on pedagogy over technology. The document concludes by introducing 13 social media tools for educational use, including Google Apps, Twitter, Flickr and discussing best practices for integrating social media into teaching.
This document provides an overview of topics to be covered in an education technology course. It includes links to resources on getting acquainted with course tools like the course website and VoiceThread for asynchronous discussions. Key questions around the appropriate use of technology in education are also presented, such as whether the focus should be on connecting students or simply exposing them to information. The document suggests students begin participating on the course site, setting up accounts, exploring educator blogs, and practicing with VoiceThread.
Presentation about a course I teach to EdTech graduate students. More resources can be found at http://usergeneratededucation.wordpress.com/2013/10/12/educator-as-a-social-networked-learner-presentation-materials/
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
The document describes innovations and resources used by Sharon MacDermaid in her 7th grade mathematics classroom. It discusses using clickers, MindPoint Quiz Show software, and online flashcards at Quizlet.com to engage students in reviewing topics like areas of shapes, the Pythagorean theorem, and more. Advantages include increased interaction, involvement and studying, while disadvantages include limited resources and teacher comfort level with the technologies.
The document describes innovations and resources used by Sharon MacDermaid in her 7th grade mathematics classroom. It discusses using clickers, MindPoint Quiz Show software, and online flashcards at Quizlet.com to engage students in reviewing topics like areas of shapes, the Pythagorean theorem, and more. Advantages include increased interaction, involvement and studying, while disadvantages include limited resources and teacher comfort level with the technologies.
The document discusses the importance of teaching students to be network literate in today's digital world. It argues that schools must prepare students to safely and effectively create, navigate, and grow their own personal learning networks. This involves teaching students skills like critically reading information and people online, writing for authentic audiences, and organizing the sharing of online resources. The document also presents various digital tools like blogs, wikis, social networking platforms, and content aggregation tools that can help students develop these network literacy skills.
The document discusses the future of the web and users. It notes that while the web was initially dominated by younger users, the 55+ demographic is increasingly using social media sites like Facebook. However, older users may face barriers to use such as privacy concerns and complexity. The document advocates for designing sites that are simple and collaborative to help address these barriers and facilitate broader adoption. It also suggests starting simply and scaling features over time based on user needs and feedback.
The document discusses the design and application of social media for learning. It outlines social media trends showing high usage rates in Canada. It explores implications for learning, noting social media plays a role in formal and informal learning. Five principles for learning design on social media are presented: balancing learner and user experience; ensuring scalability and evolvability; allowing both producers and spectators; providing multiple ways to share, link and connect; and empowering users with the ability to "undo".
This document contains 14 questions related to teaching best practices. It provides various links to online resources under each question that provide further information and inspiration on topics like: questioning students effectively; listening to students; using social media in the classroom; connecting with and motivating students; giving students freedom and choices in their learning; inspiring and challenging students; helping students provide feedback; and continuing one's own learning and professional development. The overall focus is on student-centered teaching approaches.
This document provides tips and strategies for managing technology integration for young learners. It emphasizes selecting the right tools to enhance learning objectives, providing support for rich learning experiences, and encouraging information sharing. Key recommendations include picking developmentally appropriate resources, clearly defining expectations, using rubrics and checklists, and allowing time for play before tight deadlines. The overall goal is for students to self-select tools to achieve their goals.
7 Steps To Creating Social Media Guidelines-FETC 2013Steven Anderson
The document outlines a process for schools to create student and teacher friendly social media guidelines. It recommends examining current school culture and social media use, organizing a team to draft guidelines, researching other policies, creating and reviewing draft guidelines with community input, and presenting and reviewing the final guidelines. The overall goal is to leverage social media to better communicate while addressing fears and ensuring policies allow for transparency and community feedback.
This document provides tips and tricks for managing technology use with young learners. It emphasizes selecting age-appropriate tools, providing support and clear expectations, and automating processes when possible. Educators should pick tools that are powerful yet have simple interfaces, and provide instruction to help students contribute online safely. The document outlines strategies like using rubrics, timers, and electronic drop boxes to structure technology use and assess student work. Overall, it encourages taking gradual steps with technology and focusing on learning journeys over destinations.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Discovery Education & Web 2.0 Tools
1.
2. How does
technology really
make you feel?
• Frustrated?
• Excited?
• Overwhelmed?
• Satisfied?
• Uncomfortable?
• Impressed?
• Productive?
• Stressed?
http://www.flickr.com/photos/mcknoell/6004234610/
BE HONEST
3. Did you know…?
Take the Discovery Education quiz “Fact or
Fiction?” to find out how much you know about
Web 2.0.
http://www.flickr.com/photos/ryryrapz/5911105582/
Teachers’ Use of Educational
Technology in U.S. Public
Schools
LEARN MORE ABOUT
Teachers & Technology:
96% of all
students
engage in
social
networking
4. Web 2.0 – so many
choices, so little time!
With so many Web 2.0 tools out
there, the question for teachers
becomes …
http://www.flickr.com/photos/butterflyashes/8570448507/
5. Discovery Education + Web 2.0
= Teacher & Students
Discovery Education Web2012: Web 2.0 Tools
http://www.flickr.com/photos/imagine1day/5368024508/
6. Some of my personal
favorites…
Presentation Tools
• Prezi – a neat new way for
students to create
presentations
• Slideshare – a way to share
student created and teacher
created presentations with
the online community
Collaboration Tools
• GoogleDocs – a site that
allows creation, sharing, and
collaboratation on the web
with documents,
spreadsheets, presentations,
and more.
• Wikispaces – a social writing
platform for students that
creates a collaborative
classroom workspace