The document discusses bringing your own device (BYOD) programs in education. It outlines the benefits of BYOD, such as giving every student access to technology, lowering costs for schools, and allowing for more up-to-date devices. Challenges of BYOD include ensuring all devices can collaborate, dealing with different operating systems, upgrading network infrastructure to handle increased bandwidth usage, and making sure students who can't afford devices are not left out. Successful BYOD programs provide teacher support and require policies for appropriate device use and file sharing across platforms.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Bring Your Own Device (BYOD) allows students and employees to use their personal mobile devices like smartphones, tablets, and laptops to actively participate in both in-class and outside classroom learning. BYOD provides a platform for connecting personal devices to a school or employer's network, enabling mobile learning opportunities both in and outside of the traditional classroom setting. BYOD policies permit the use of various personal electronic devices, including smartphones, tablets, e-readers, and laptops, to access educational resources and connect to institutional networks.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
This document discusses considerations for schools implementing a 1:1 device program where each student is provided their own laptop or tablet. It addresses common reasons for adopting such a program, including supporting 21st century skills, as well as challenges around pedagogy, budgeting, policies and procedures. The document also shares findings from an iPad trial conducted in Australia that found benefits for student engagement and learning when the devices were integrated effectively into the classroom.
The document discusses a survey of Italian university students learning English as a second language that examined how they use smartphones and apps to support autonomous language learning. The survey found most students own smartphones and use apps like dictionaries, translators, and language learning programs. They reported accessing language resources on their phones at home, in class, and in libraries. While apps provided easy access to vocabulary help, students noted issues like slow performance and battery drain. The study concludes mobile devices are integrated into students' everyday lives and can support language learning if linked to their coursework.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Bring Your Own Device (BYOD) allows students and employees to use their personal mobile devices like smartphones, tablets, and laptops to actively participate in both in-class and outside classroom learning. BYOD provides a platform for connecting personal devices to a school or employer's network, enabling mobile learning opportunities both in and outside of the traditional classroom setting. BYOD policies permit the use of various personal electronic devices, including smartphones, tablets, e-readers, and laptops, to access educational resources and connect to institutional networks.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
This document discusses considerations for schools implementing a 1:1 device program where each student is provided their own laptop or tablet. It addresses common reasons for adopting such a program, including supporting 21st century skills, as well as challenges around pedagogy, budgeting, policies and procedures. The document also shares findings from an iPad trial conducted in Australia that found benefits for student engagement and learning when the devices were integrated effectively into the classroom.
The document discusses a survey of Italian university students learning English as a second language that examined how they use smartphones and apps to support autonomous language learning. The survey found most students own smartphones and use apps like dictionaries, translators, and language learning programs. They reported accessing language resources on their phones at home, in class, and in libraries. While apps provided easy access to vocabulary help, students noted issues like slow performance and battery drain. The study concludes mobile devices are integrated into students' everyday lives and can support language learning if linked to their coursework.
This document provides an introduction to BYOD (Bring Your Own Device) and describes MLP12C's journey with BYOD implementation. It discusses the context of digital learners today and how they are more technology-oriented. It then explains what BYOD is and provides two case studies on BYOD programs at schools in the US and Australia as examples. The document aims to outline considerations for adopting BYOD and how giving students access to their own mobile devices can help empower independent learning.
The document discusses the diffusion of the iPad in education. It summarizes that Apple introduced the iPad in 2010 as a competitor to e-readers and netbooks, targeting consumers and education. Schools began receiving grants to implement iPads to replace textbooks. Key factors in the iPad's adoption included educational apps, discounts for schools, and teachers as early adopters influencing other educators. The iPad helped engage students in new ways of learning through apps, research, and replacing textbooks.
This document discusses online portfolio affordances for visual arts educators. It discusses how self-publication, networked content creation, and networked innovation can provide opportunities for students. Specifically, it focuses on how these affordances allow students to define themselves creatively, make their work searchable and visible online, participate in art history, learn digital literacy skills, and gain experience that prepares them for life after school. However, it also cautions that teachers should ensure students understand issues like privacy, copyright, providing appropriate feedback, and protecting their safety online. The document provides examples of software and services that can be used to take advantage of these affordances in a safe and productive way.
The document discusses predictions for advancements in communication technology over the next 10 years. It predicts that by 2022, education will transition to digital formats with tablets replacing notebooks and online textbooks. Social media is expected to become more integrated and raise additional privacy concerns. Television and video games are also predicted to incorporate more immersive technologies like holograms. These changes will be driven by principles like relative consistency and diffusion of innovations.
The document discusses the diffusion of the iPad in education. It summarizes that Apple introduced the iPad in 2010 as a competitor to e-readers and netbooks, targeting consumers and education. For education, Apple offered discounts and free apps to encourage adoption in schools. Key early adopters driving diffusion included teachers, students, and technology specialists using iPads for activities like reading, research, and note-taking. Widespread adoption in education occurred as iPad workshops and decentralized diffusion through schools and communities took hold.
The document announces a challenge to develop a virtual learning environment that does not require a computer, phone, or tablet screen. It seeks ideas for how learning could take place without traditional screens by using emerging technologies like AI, voice tools, augmented reality, and wearable devices. The competition offers a £1000 prize for the best idea submitted. Participants must be 18+, based in the UK, and agree that submissions will be publicly shared.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
Edu 352 week 3 discussion 2 web-based presentationbarose
This document lists various educational technologies including eBook readers, web cams, iPads, and discusses early tech learners and informal learning that can take place with technology. It focuses on exploring foundations of educational technology.
This document discusses bring your own device (BYOD) policies in schools and their impact on individualized education programs (IEPs). It defines BYOD as students using their own laptops, tablets, smartphones, or other devices in school. The document outlines some devices students use, legal and ethical considerations of BYOD policies, how BYOD relates to IEPs, pros and cons of BYOD, and how schools can address issues with BYOD policies. It provides references on BYOD in schools to support the discussion.
The document discusses the history and success of e-learning. It notes that e-learning uses internet technologies to deliver broad solutions that enhance knowledge and performance. The document then reviews the history of e-learning and how it has evolved from early technologies to modern implementations. It also discusses some of the benefits of e-learning, such as increased productivity, supporting new learning approaches, and its just-in-time flexible nature.
Mobile learning refers to learning activities enabled by portable handheld devices like tablets and phones. While not originally designed for education, these devices can maximize learning potential through various mobile learning tools. Tablets allow access to ebooks, notes, and media, while phones enable polls, surveys, links to course materials, and collaboration through apps and internet access. Mobile devices provide an accessible way to learn anywhere, though some users may find certain interfaces difficult. Overall, mobile technology expands opportunities for digital learning resources outside the classroom.
This text discusses the rise of LED (light-emitting diode) lighting and its advantages over traditional light bulbs. It notes that LEDs are becoming increasingly popular for use in large buildings, infrastructure projects, and may eventually become the standard for home lighting as well. While compact fluorescent bulbs were previously hoped to replace traditional bulbs, LEDs are more efficient and have longer lifespans. The growing LED market indicates its technology is poised to dominate the global lighting industry.
Accessibility tools iste inclusive learning playground 2016 - when just mak...Jennifer Edge-Savage
The document discusses assistive technology (AT) tools that can help ensure all learners have access to digital content and engagement. It defines AT and provides examples, such as text-to-speech, speech-to-text, and tools that allow for multiple means of representation, expression, and engagement. The document emphasizes that both AT and universal design for learning (UDL) are needed to support individual students' needs and make learning accessible and flexible for all. It concludes by listing top AT/UDL tools and resources for further exploration.
This document summarizes the key topics and lessons learned from a student's educational technology portfolio and courses. The portfolio covers 10 topics on integrating technology in education, including basic concepts, using technology for higher-order thinking, computers as tutors, and software as educational resources. The student realized that technology integration requires more than just using tech tools and should facilitate meaningful learning. While technology provides benefits, it also enables issues like plagiarism and piracy that teachers must be aware of. Overall, the educational technology courses helped equip the student with skills for proper technology use and handling in instruction.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
This document discusses Gardenvale Primary School's "Bring Your Own Device" (BYOD) policy, which allows students to bring their personal electronic devices to school for educational purposes. It provides several reasons for implementing a BYOD policy, including equipping students with 21st century skills, improving engagement, increasing access to information, and saving costs compared to providing devices for all students. The document also describes Lenovo laptop options that are suitable for BYOD and notes that Edunet can help schools set up an online portal for parents to purchase devices that meet the school's requirements. Edunet offers several payment options, including an upfront payment plan or a 12-month financing plan through Zip Money.
This document provides an introduction to BYOD (Bring Your Own Device) and describes MLP12C's journey with BYOD implementation. It discusses the context of digital learners today and how they are more technology-oriented. It then explains what BYOD is and provides two case studies on BYOD programs at schools in the US and Australia as examples. The document aims to outline considerations for adopting BYOD and how giving students access to their own mobile devices can help empower independent learning.
The document discusses the diffusion of the iPad in education. It summarizes that Apple introduced the iPad in 2010 as a competitor to e-readers and netbooks, targeting consumers and education. Schools began receiving grants to implement iPads to replace textbooks. Key factors in the iPad's adoption included educational apps, discounts for schools, and teachers as early adopters influencing other educators. The iPad helped engage students in new ways of learning through apps, research, and replacing textbooks.
This document discusses online portfolio affordances for visual arts educators. It discusses how self-publication, networked content creation, and networked innovation can provide opportunities for students. Specifically, it focuses on how these affordances allow students to define themselves creatively, make their work searchable and visible online, participate in art history, learn digital literacy skills, and gain experience that prepares them for life after school. However, it also cautions that teachers should ensure students understand issues like privacy, copyright, providing appropriate feedback, and protecting their safety online. The document provides examples of software and services that can be used to take advantage of these affordances in a safe and productive way.
The document discusses predictions for advancements in communication technology over the next 10 years. It predicts that by 2022, education will transition to digital formats with tablets replacing notebooks and online textbooks. Social media is expected to become more integrated and raise additional privacy concerns. Television and video games are also predicted to incorporate more immersive technologies like holograms. These changes will be driven by principles like relative consistency and diffusion of innovations.
The document discusses the diffusion of the iPad in education. It summarizes that Apple introduced the iPad in 2010 as a competitor to e-readers and netbooks, targeting consumers and education. For education, Apple offered discounts and free apps to encourage adoption in schools. Key early adopters driving diffusion included teachers, students, and technology specialists using iPads for activities like reading, research, and note-taking. Widespread adoption in education occurred as iPad workshops and decentralized diffusion through schools and communities took hold.
The document announces a challenge to develop a virtual learning environment that does not require a computer, phone, or tablet screen. It seeks ideas for how learning could take place without traditional screens by using emerging technologies like AI, voice tools, augmented reality, and wearable devices. The competition offers a £1000 prize for the best idea submitted. Participants must be 18+, based in the UK, and agree that submissions will be publicly shared.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
Edu 352 week 3 discussion 2 web-based presentationbarose
This document lists various educational technologies including eBook readers, web cams, iPads, and discusses early tech learners and informal learning that can take place with technology. It focuses on exploring foundations of educational technology.
This document discusses bring your own device (BYOD) policies in schools and their impact on individualized education programs (IEPs). It defines BYOD as students using their own laptops, tablets, smartphones, or other devices in school. The document outlines some devices students use, legal and ethical considerations of BYOD policies, how BYOD relates to IEPs, pros and cons of BYOD, and how schools can address issues with BYOD policies. It provides references on BYOD in schools to support the discussion.
The document discusses the history and success of e-learning. It notes that e-learning uses internet technologies to deliver broad solutions that enhance knowledge and performance. The document then reviews the history of e-learning and how it has evolved from early technologies to modern implementations. It also discusses some of the benefits of e-learning, such as increased productivity, supporting new learning approaches, and its just-in-time flexible nature.
Mobile learning refers to learning activities enabled by portable handheld devices like tablets and phones. While not originally designed for education, these devices can maximize learning potential through various mobile learning tools. Tablets allow access to ebooks, notes, and media, while phones enable polls, surveys, links to course materials, and collaboration through apps and internet access. Mobile devices provide an accessible way to learn anywhere, though some users may find certain interfaces difficult. Overall, mobile technology expands opportunities for digital learning resources outside the classroom.
This text discusses the rise of LED (light-emitting diode) lighting and its advantages over traditional light bulbs. It notes that LEDs are becoming increasingly popular for use in large buildings, infrastructure projects, and may eventually become the standard for home lighting as well. While compact fluorescent bulbs were previously hoped to replace traditional bulbs, LEDs are more efficient and have longer lifespans. The growing LED market indicates its technology is poised to dominate the global lighting industry.
Accessibility tools iste inclusive learning playground 2016 - when just mak...Jennifer Edge-Savage
The document discusses assistive technology (AT) tools that can help ensure all learners have access to digital content and engagement. It defines AT and provides examples, such as text-to-speech, speech-to-text, and tools that allow for multiple means of representation, expression, and engagement. The document emphasizes that both AT and universal design for learning (UDL) are needed to support individual students' needs and make learning accessible and flexible for all. It concludes by listing top AT/UDL tools and resources for further exploration.
This document summarizes the key topics and lessons learned from a student's educational technology portfolio and courses. The portfolio covers 10 topics on integrating technology in education, including basic concepts, using technology for higher-order thinking, computers as tutors, and software as educational resources. The student realized that technology integration requires more than just using tech tools and should facilitate meaningful learning. While technology provides benefits, it also enables issues like plagiarism and piracy that teachers must be aware of. Overall, the educational technology courses helped equip the student with skills for proper technology use and handling in instruction.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
This document discusses Gardenvale Primary School's "Bring Your Own Device" (BYOD) policy, which allows students to bring their personal electronic devices to school for educational purposes. It provides several reasons for implementing a BYOD policy, including equipping students with 21st century skills, improving engagement, increasing access to information, and saving costs compared to providing devices for all students. The document also describes Lenovo laptop options that are suitable for BYOD and notes that Edunet can help schools set up an online portal for parents to purchase devices that meet the school's requirements. Edunet offers several payment options, including an upfront payment plan or a 12-month financing plan through Zip Money.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
Technology Policy Presentation for ParentsK-12 Blueprint
A sample presentation for discuss technology policy with parents. Visit the K-12 Blueprint for more information on Policy and Leadership in K-12 Education: http://www.k12blueprint.com/policy
Frog 13 - Microsoft - Innovative teaching and learning with BYODFrogEducation
Education continues to be the bell weather for innovation and opportunity to do things differently with technology. Consumerisation is driving change and consequently there is a demand for new ways of working, from BYOD to Flipped Classroom to MOOCs (Massive Open Online Courses).
Amongst this opportunity we need to ensure that technology is indeed going to serve teaching and learning appropriately; Teachers need to be trained on how to apply these innovations in and outside the classroom.
In this session, we will share our observations on what it means to introduce BYOD to your school, the challenges, the opportunities and how to bring this all together in a well formed teaching and learning package, where you are using Microsoft technologies and services (such as Windows 8 and Office 365).
This document outlines an agenda for a meeting to introduce a Bring Your Own Device (BYOD) trial at a school. The meeting will discuss 21st century learning, what BYOD is and its rationale, address common myths about BYOD, and provide details about a BYOD trial in two classrooms. The trial will allow students to bring their own internet-enabled devices to access online tools and apps for collaborative and self-directed learning. Guidelines are provided around device requirements, internet safety, and parental responsibilities.
The assistive technology landscape in 2012 scotland publiciansyst
The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
Bring Your Own Device (BYOD) was being trialled at Fergusson Intermediate to improve student engagement and motivation by allowing students to use their personal electronic devices for learning purposes. The document discussed the rationale for BYOD, details of the room 5 trial, how BYOD could impact teaching and learning, device considerations, and answered frequently asked questions about monitoring, security, equity, and insurance issues. The school aimed to prepare students for digital citizenship and flexible learning environments they would encounter in the future.
This document discusses the potential uses of social media in the classroom. It begins by stating that social media has disrupted many aspects of modern life, including education, where it is often banned in schools. It then provides examples of how social media can be used to make learning more interactive and engaging for students, such as having students work collaboratively online to solve math problems or create videos explaining concepts. A number of free online tools are presented that allow students to create multimedia content, collect and share resources, take quizzes, and collaborate in virtual classrooms. The document advocates for embracing these digital tools in the classroom to improve student learning.
The document summarizes Pearland ISD's plans to implement a Bring Your Own Device (BYOD) program starting in the 2013-2014 school year. It will allow students to use their own wireless devices and access a filtered "BYOD" wireless network at school. The goal is to enable more technology-rich and mobile learning opportunities for students and teachers. Teachers will receive training to conduct "device neutral activities" and effectively monitor student device use. Students will need to follow new acceptable use policies. The program will start as a pilot at two schools in 2013 before expanding district-wide by November 2013.
The document lists 10 uses of the internet for education: 1) communication via email, podcasting, blogging, etc.; 2) research using search engines; 3) producing final projects by publishing them online using tools like Google Docs, wikis, and SlideShare; 4) tutorials for remediation, enhancement, and learning new skills; 5) virtual field trips to allow students to experience new places without leaving the classroom; 6) distance learning to provide educational opportunities for those who live far from school; 7) web quests that guide students through websites on a theme to gather information; 8) interactive games and activities to discover mathematical concepts; 9) help from technology experts to troubleshoot software and hardware issues;
The document discusses several examples of tablet programs at libraries and schools. It describes initiatives at the L.E. Phillips Memorial Public Library, which launched an iPad lending program in 2011. It also discusses programs at Montlieu Academy of Technology, Charlottesville Schools, Houston Public Library, North Shore Public Library, and South Orange Public Library. The document then provides examples of tablet uses at Newman Library at Virginia Tech, Liberty Middle School, and the University of Southern Mississippi. It concludes with discussing Radford University's use of iTextbooks.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
BYOD - Parent Information Evening 31st MarchRedBeach1194
This document outlines the strategic plan and agenda for a meeting about introducing Bring Your Own Device (BYOD) at Red Beach School. It discusses:
- The school's strategic plan for 2012-2014 which includes upgrading servers/switches and introducing ultra fast broadband and wireless internet.
- A 2014 pilot of BYOD in two Year 5/6 classrooms to get feedback before wider implementation.
- Why e-learning is important for 21st century learning and student demonstrations of current e-learning uses.
- What BYOD is, the rationale for introducing it, addressing myths, and minimum device requirements.
- Safety and security guidelines for tracking internet use, classroom management, and parental responsibilities.
- An open
The document discusses the role of mobile technology in K-12 education, noting that tools like smartphones, tablets, and apps can enable new forms of learning but also come with risks if not implemented carefully. A number of current mobile learning projects and tools are described, and tips are provided on safe and effective ways to integrate mobile into teaching and learning. The future of mobile technology in education is uncertain but holds potential if its opportunities and risks are understood and mitigated.
An Overview of Prototyping Software (NYU/IDEO)Joshua Wexler
The document outlines the Ideation Framework, which is a process for developing ideas through envisioning, prototyping, and evaluating stages. It uses Raphi, a student entrepreneur with an idea for a study habits mobile app, as an example. The framework walks through developing problem statements, inspiration, personas, narratives, and paper prototypes to envision the idea. It stresses getting early feedback through prototyping and validation to clarify ideas and determine what is valuable before further development.
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
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.