The document introduces BY(i)TES, a framework for benchmarking schools' ICT practices. It describes the three domains and four levels of attainment assessed by BY(i)TES. Domain 1 focuses on school ICT leadership and has several indicators for measuring the quality of ICT plans, systems in place, and monitoring/review processes. Glossary terms provide definitions for key terms used in the BY(i)TES framework.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
Technology planning can be the catalyst used to enhance a school’s vision for the future, to strengthen its learning goals and to help realize its mission. The technology planning process itself must weigh the relationship between technology investments and student growth to be deemed successful. Technology planning requires that schools be willing to make substantial investments in time, resources, and support. The information provided on this website will focus on the essential elements of technology planning, which will include: (a) how to establish a vision statement (b) how to assess the schools technology needs to establish target area goals to improve learning, (c.) how to create effective professional development resources to increase the use of technology in the classroom, and (d.) how to support existing technological resources through funding and maintenance.
Digital Tools for Digital Natives is designed to explore the latest technology tools and solutions available to help schools build 21st century learning environments that motivate and engage today’s students. The presentation will provide multiple examples of media-rich projects, investigate the new world of podcasting, vodcasting, blogs, wiki’s, web 2.0, digital storytelling, and demonstrate ways to integrate these new technology into the classroom.
Information communicating technologies strategiesColani Nkosi
ICTs are quickly becoming popular in the world as part of social order, education has cought on and thus plans to intergrate ICTs as part of teaching and learning.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
5. BY(i)TES Quality of monitoring and review 1.2.1 1.2 The progress of the School IT Programmes is continually monitored and reviewed. Quality of IT Plans 1.1.3 Breadth and Quality of supporting systems 1.1.2 Involvement of IT Leaders 1.1.1 1.1 There is IT Leadership Description of indicators Indicator Number
6. 1.1 There is ICT Leadership The school ICT l eadership set strategic direction on the use of ICT in the school. 1 The school ICT leadership are visionary and serve as role models for the innovative use of ICT . The school ICT leadership are visionary and model the use of ICT . The school ICT leadership set strategic direction on the use of ICT in the school and are actively involved to ensure that the strategic ICT goals will be achieved. 1.1.1 Type of Involve- ment of ICT Leaders 4 3 2 Indicator
7.
8. GLOSSARY OF TERMS DESCRIPTION TERM Creating new possibilities of using ICT through adaptation, improvisation or invention for the purpose of improvement. Innovative use of ICT School ICT leaders set the tone and culture through their exemplary use of ICT. Role Models The foresight and ability to envision how the potential of ICT can be harnessed in future for teaching and learning and to articulate this vision to those around them. Visionary
9. 1.1 There is ICT Leadership There are few systems in place to support ICT integration. 1 There is a range of structured systems which enables the school to achieve its goals. These systems are recognized and shared with other local or overseas organizations. There is a range of structured systems which enables the school to achieve its goals. There is a range of systems in place which enables the school to achieve its goals. 1.1.2 Breadth and quality of supporting systems 4 3 2 Indicator
10.
11. GLOSSARY OF TERMS The existence of a variety of systems set up to help school ICT leaders carry out the implementation process. Range of Systems DESCRIPTION TERM The systems are accepted or adopted by other organisations for their quality. Recognized Systems The existence of a range of well-defined systems set up strategically to help school ICT leaders and staff effectively carry out the implementation process. Structured Systems
14. 1.1 There is ICT Leadership There is an operational ICT plan in which · activities are focused on purchases and infrastructure · there is evidence of integration in a few subjects/ areas of teaching and learning · there is little description of approaches 1 There is evidence of a well integrated and innovative ICT Plan in Which · the plan is aligned to the school’s strategic plan · there is evidence of integration in most subjects/areas · the approaches are well defined · there is synergy and collaboration evident in most departments · there is adoption of innovative activities in many areas to impact teaching and learning There is evidence of a sound and integrated ICT Plan in which · the plan is aligned to the school’s strategic plan · there is evidence of integration in many subjects/areas · the approaches are well defined · there is synergy and collaboration evident in some departments · there is adoption of innovative activities in a few areas to impact teaching and learning There is evidence of the beginnings of a sound ICT plan in which · the plan is aligned to the school’s strategic plan · there is evidence of integration in some subjects/ areas of teaching and learning · there are brief descriptions of approaches 1.1.3 Quality of ICT Plans 4 3 2 Indicator
15. GLOSSARY OF TERMS The definitions of ‘few’, ‘some’, ‘many’ and ‘most’ are as follows: ‘ few’ – 0% to < 25% ‘ some’ – 25% to < 50% ‘ many’ – 50% to < 75% ‘ most’ – 75% and above The base to calculate these percentages could include: - total pupil population - total no. of levels - total no. of classes Few, some, many and most (Extent) DESCRIPTION TERM Any tool that allows a school to evaluate its ICT implementation. BY(i)TES is one such tool. Self- assessment tools
16. 1.2 The progress of the School ICT Programmes is continually monitored and reviewed Monitoring and review of the school ICT Programmes are done on an ad hoc basis. No self- assessment tools specific to ICT implementation are used. 1 Monitoring and review of the school ICT Programmes are carried out on a regular basis and the results of the review are shared with the staff. The review is used to improve relevant processes. There is use of self-assessment tools specific to ICT implementation. The school review the quality of the self- assessment processes put in place. Monitoring and review of the school ICT Programmes are carried out on a regular basis and the results of the review are shared with the staff. The review is used to Improve relevant processes. There is use of Self-assessment tools specific to ICT implementation. Monitoring and review of the school ICT Programmes are carried out on a regular basis. There is use of Self-assessment tools specific to ICT implementation. 1.2.1 Quality of monitoring and review 4 3 2 Indicator