My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techninja
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
This document provides a list of online tools and resources for teachers and students to use technology in the classroom. It includes websites for wikis, online bookmarking, file sharing and storage, organizing resources, presenting materials, editing photos, podcasting, digital storytelling, interactive tools, and building vocabulary. Many of these free websites allow teachers to collaborate, share materials and lessons, and engage students through multimedia content.
This slideshow was created for educators who are thinking about the many facets of 21st century learning including using online tools, learning new tools and have realized that there are new skills for our students to be exposed to.
Screenagers and the Digital Window: Teaching, Learning, and Reading with the ...Joquetta Johnson
This document discusses the impact of digital screens and technology on how students learn today. It notes that students now spend nearly 10 hours a day engaged with screens like TVs, computers, phones and video games. It argues that teachers must adapt how they teach to better align with how students live in a world of 21st century technology. The document provides many online resources for using technology and digital screens like YouTube in the classroom to engage and teach students.
This document provides information and guidance about creating podcasts for educational purposes. It discusses what podcasts are, examples of how they can be used in the classroom across various subjects, tools for creating podcasts, copyright considerations, hosting and distributing podcasts, and resources for learning more about podcasting. The document aims to help educators understand podcasting and provide ideas for how to get started creating their own podcasts.
This document discusses the internet habits of 21st century children. It notes that children are now "internet citizens" who are immersed in technology from a young age. They exhibit traits like immediacy, technical literacy, exposure to global knowledge, and tolerance for diversity. The document outlines popular internet activities for children like blogs, wikis, podcasts, social networking, online chatting, and warns of potential online dangers like cyberbullying, inappropriate content, and interacting with strangers. It provides suggestions for good parental practices like internet supervision, monitoring messages and spending time online together.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techninja
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
This document provides a list of online tools and resources for teachers and students to use technology in the classroom. It includes websites for wikis, online bookmarking, file sharing and storage, organizing resources, presenting materials, editing photos, podcasting, digital storytelling, interactive tools, and building vocabulary. Many of these free websites allow teachers to collaborate, share materials and lessons, and engage students through multimedia content.
This slideshow was created for educators who are thinking about the many facets of 21st century learning including using online tools, learning new tools and have realized that there are new skills for our students to be exposed to.
Screenagers and the Digital Window: Teaching, Learning, and Reading with the ...Joquetta Johnson
This document discusses the impact of digital screens and technology on how students learn today. It notes that students now spend nearly 10 hours a day engaged with screens like TVs, computers, phones and video games. It argues that teachers must adapt how they teach to better align with how students live in a world of 21st century technology. The document provides many online resources for using technology and digital screens like YouTube in the classroom to engage and teach students.
This document provides information and guidance about creating podcasts for educational purposes. It discusses what podcasts are, examples of how they can be used in the classroom across various subjects, tools for creating podcasts, copyright considerations, hosting and distributing podcasts, and resources for learning more about podcasting. The document aims to help educators understand podcasting and provide ideas for how to get started creating their own podcasts.
This document discusses the internet habits of 21st century children. It notes that children are now "internet citizens" who are immersed in technology from a young age. They exhibit traits like immediacy, technical literacy, exposure to global knowledge, and tolerance for diversity. The document outlines popular internet activities for children like blogs, wikis, podcasts, social networking, online chatting, and warns of potential online dangers like cyberbullying, inappropriate content, and interacting with strangers. It provides suggestions for good parental practices like internet supervision, monitoring messages and spending time online together.
This document discusses various digital tools for education including digital storytelling, websites for sharing resources, word clouds, infographics, QR codes, and geocaching. Websites are recommended for creating digital stories and sharing lessons, activities, and student work. Word clouds and infographics help visualize and organize information. QR codes and geocaching add interactive elements for scavenger hunts and linking websites. Questions are also provided to discuss uses of these tools and any other technology questions.
This document discusses various Web 2.0 tools that can be used in education to promote the 4 C's: creativity, critical thinking, communication, and collaboration. It provides a list of over 40 websites and applications that meet criteria like being free, easy to use, engaging for a range of ages, and allowing for sharing. Examples mentioned include Animoto for creating videos, Skype for connecting with experts, and Padlet for interactive bulletin boards. The document encourages exploring these tools and finding ways to incorporate them into lesson plans.
This document provides an overview of various presentation tools that can be used to create engaging presentations. It lists tools such as PechaKucha, Ignite and PRESTO which allow creating slideshow presentations with time limits for each slide. It also discusses tools for uploading presentations like Present.me, Empressr and Brainshark. Other options mentioned are Slideshare for sharing presentations, Google Docs/Drive for collaborative work, Photopeach and ThingLink for adding interactivity to images, and Prezi for creating interactive presentations. LiveBinders and several apps for creating and viewing presentations on mobile devices are also listed. The document aims to showcase different options available for creating and sharing multimedia presentations.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/ Resources at http://shellyterrell.com/writing & http://www.pearltrees.com/shellyterrell/inspiring-writing/id6557255
This document discusses how smartphones and tablets can be used to benefit student learning and complement curriculum. It provides examples of apps and websites that can be used for note-taking, blogging, research, reading ebooks, using interactive maps and more. Productive uses include journaling, checklists, research blogs and using tools like Dropbox to share documents. Overall, the document argues that these devices can revolutionize learning by making it more digital, engaging and creative.
This document discusses using information and communication technologies (ICT) and collaborative tools in language teaching. It provides examples of how various online and offline tools can be used to support the four key language skills - speaking, writing, listening and reading. Examples of tools mentioned include wikis, blogs, microblogging, voice threads, QR codes, and multimedia tools for creating posters, slideshows, comics and more. The document emphasizes an action-oriented approach where students work on collaborative projects and tasks to practice their language skills in authentic contexts.
The document lists over 20 apps that can inspire creativity for students, such as apps for drawing, game creation, storytelling, video editing, and more. These apps allow students to create texts, drawings, audio recordings, videos, games and more while applying concepts and presenting their work. The document also provides links to each listed app and suggestions for how teachers can use the apps for activities, assessments, and inspiring student creativity.
This document provides an overview of various digital tools that can be used for research notetaking. It discusses tools for taking notes on websites like Diigo and browser extensions. It also mentions apps for taking notes on videos from YouTube like Videonot.es and organizing notes like Evernote and Google Drive. The document recommends tools for annotating websites like Skitch and bookmarking and organizing research like Quicklyst and Popplet. It concludes by providing additional resources through shortened URLs.
This document discusses the emerging practices of Web 2.0 storytelling. It defines storytelling as having a beginning, middle, and end, and explores how stories are being told across multiple new media platforms like blogs, wikis, Flickr, podcasts and more. Examples are provided of collaborative stories created through these new forms of networked storytelling. Challenges and opportunities are also examined, like whether collective creation can produce a coherent narrative.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/flipped
This document summarizes the Cool Tools School 2010 technology showcase. It highlights several useful web tools presented at the event, including Evernote, Dropbox, TweetDeck, UserTesting.com and others. A list of hall of fame tools is also included, such as Zoho, Skype, Delicious and Google accounts. The document provides brief descriptions and links to these highlighted tools.
This document discusses various online tools that can be used for creating, collaborating, editing, and sharing user-generated content. It provides examples of presentation tools, avatar tools, image tools, publishing tools, video tools, mobile tools, and community tools. The document also discusses how smartphone apps can be used productively in the classroom rather than just for entertainment. It provides links to educational apps and websites like Edmodo, which allows teachers and students to connect and collaborate securely.
The document discusses strategies for using digital tools and resources to teach English to native speakers. It provides examples of websites that teachers can use for activities like creating questionnaires based on videos, completing song lyrics gaps, listening to audio clips, setting up discussion forums, and using mobile devices. The document emphasizes harnessing technology to make English learning more engaging for students.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://teacherrebootcamp.com/2015/07/23/genyactivities/
This document provides information and resources for connecting and sharing ideas among modern foreign language teachers. It discusses using online groups on Yahoo and Twitter to exchange ideas and resources. It also describes using the social bookmarking site Diigo to save web links and share them with groups. Additional tips are given for using puppets, toys, and recording tools to motivate student talk and for adapting stories and texts for the classroom.
This document provides ideas and resources for integrating STEM with English language learners. It discusses using the 4Cs framework of content, communication, cognition, and culture in lesson planning. A variety of engaging hands-on activities are suggested that incorporate realia, technology, and multimedia resources. Apps, games, videos and infographics are presented as tools to help explain concepts simply and support learners. The document emphasizes extending learning beyond the classroom through online stories and games.
This document provides a list of online educational resources for students covering various subjects including virtual field trips to museums, interactive games to learn geography and history, sites to learn about science and animals, creative writing tools, coding tutorials, keyboarding practice, and more. Many resources are free while some require a subscription or trial period. The sites allow students to explore and learn virtually through interactive games, videos, images and simulations.
Using ICT and collaborative tools in language teaching can help make language learning more engaging, motivating and creative for students. Teachers can use tools like wikis, blogs, podcasts, videos, voice threads and edmodo for students to collaboratively work on projects, share content, and provide feedback to each other in the target language. These tools allow students to communicate using speaking, writing, listening and reading both online through websites and apps, and offline through multimedia documents and activities.
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.
This document discusses various digital tools for education including digital storytelling, websites for sharing resources, word clouds, infographics, QR codes, and geocaching. Websites are recommended for creating digital stories and sharing lessons, activities, and student work. Word clouds and infographics help visualize and organize information. QR codes and geocaching add interactive elements for scavenger hunts and linking websites. Questions are also provided to discuss uses of these tools and any other technology questions.
This document discusses various Web 2.0 tools that can be used in education to promote the 4 C's: creativity, critical thinking, communication, and collaboration. It provides a list of over 40 websites and applications that meet criteria like being free, easy to use, engaging for a range of ages, and allowing for sharing. Examples mentioned include Animoto for creating videos, Skype for connecting with experts, and Padlet for interactive bulletin boards. The document encourages exploring these tools and finding ways to incorporate them into lesson plans.
This document provides an overview of various presentation tools that can be used to create engaging presentations. It lists tools such as PechaKucha, Ignite and PRESTO which allow creating slideshow presentations with time limits for each slide. It also discusses tools for uploading presentations like Present.me, Empressr and Brainshark. Other options mentioned are Slideshare for sharing presentations, Google Docs/Drive for collaborative work, Photopeach and ThingLink for adding interactivity to images, and Prezi for creating interactive presentations. LiveBinders and several apps for creating and viewing presentations on mobile devices are also listed. The document aims to showcase different options available for creating and sharing multimedia presentations.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/ Resources at http://shellyterrell.com/writing & http://www.pearltrees.com/shellyterrell/inspiring-writing/id6557255
This document discusses how smartphones and tablets can be used to benefit student learning and complement curriculum. It provides examples of apps and websites that can be used for note-taking, blogging, research, reading ebooks, using interactive maps and more. Productive uses include journaling, checklists, research blogs and using tools like Dropbox to share documents. Overall, the document argues that these devices can revolutionize learning by making it more digital, engaging and creative.
This document discusses using information and communication technologies (ICT) and collaborative tools in language teaching. It provides examples of how various online and offline tools can be used to support the four key language skills - speaking, writing, listening and reading. Examples of tools mentioned include wikis, blogs, microblogging, voice threads, QR codes, and multimedia tools for creating posters, slideshows, comics and more. The document emphasizes an action-oriented approach where students work on collaborative projects and tasks to practice their language skills in authentic contexts.
The document lists over 20 apps that can inspire creativity for students, such as apps for drawing, game creation, storytelling, video editing, and more. These apps allow students to create texts, drawings, audio recordings, videos, games and more while applying concepts and presenting their work. The document also provides links to each listed app and suggestions for how teachers can use the apps for activities, assessments, and inspiring student creativity.
This document provides an overview of various digital tools that can be used for research notetaking. It discusses tools for taking notes on websites like Diigo and browser extensions. It also mentions apps for taking notes on videos from YouTube like Videonot.es and organizing notes like Evernote and Google Drive. The document recommends tools for annotating websites like Skitch and bookmarking and organizing research like Quicklyst and Popplet. It concludes by providing additional resources through shortened URLs.
This document discusses the emerging practices of Web 2.0 storytelling. It defines storytelling as having a beginning, middle, and end, and explores how stories are being told across multiple new media platforms like blogs, wikis, Flickr, podcasts and more. Examples are provided of collaborative stories created through these new forms of networked storytelling. Challenges and opportunities are also examined, like whether collective creation can produce a coherent narrative.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/flipped
This document summarizes the Cool Tools School 2010 technology showcase. It highlights several useful web tools presented at the event, including Evernote, Dropbox, TweetDeck, UserTesting.com and others. A list of hall of fame tools is also included, such as Zoho, Skype, Delicious and Google accounts. The document provides brief descriptions and links to these highlighted tools.
This document discusses various online tools that can be used for creating, collaborating, editing, and sharing user-generated content. It provides examples of presentation tools, avatar tools, image tools, publishing tools, video tools, mobile tools, and community tools. The document also discusses how smartphone apps can be used productively in the classroom rather than just for entertainment. It provides links to educational apps and websites like Edmodo, which allows teachers and students to connect and collaborate securely.
The document discusses strategies for using digital tools and resources to teach English to native speakers. It provides examples of websites that teachers can use for activities like creating questionnaires based on videos, completing song lyrics gaps, listening to audio clips, setting up discussion forums, and using mobile devices. The document emphasizes harnessing technology to make English learning more engaging for students.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://teacherrebootcamp.com/2015/07/23/genyactivities/
This document provides information and resources for connecting and sharing ideas among modern foreign language teachers. It discusses using online groups on Yahoo and Twitter to exchange ideas and resources. It also describes using the social bookmarking site Diigo to save web links and share them with groups. Additional tips are given for using puppets, toys, and recording tools to motivate student talk and for adapting stories and texts for the classroom.
This document provides ideas and resources for integrating STEM with English language learners. It discusses using the 4Cs framework of content, communication, cognition, and culture in lesson planning. A variety of engaging hands-on activities are suggested that incorporate realia, technology, and multimedia resources. Apps, games, videos and infographics are presented as tools to help explain concepts simply and support learners. The document emphasizes extending learning beyond the classroom through online stories and games.
This document provides a list of online educational resources for students covering various subjects including virtual field trips to museums, interactive games to learn geography and history, sites to learn about science and animals, creative writing tools, coding tutorials, keyboarding practice, and more. Many resources are free while some require a subscription or trial period. The sites allow students to explore and learn virtually through interactive games, videos, images and simulations.
Using ICT and collaborative tools in language teaching can help make language learning more engaging, motivating and creative for students. Teachers can use tools like wikis, blogs, podcasts, videos, voice threads and edmodo for students to collaboratively work on projects, share content, and provide feedback to each other in the target language. These tools allow students to communicate using speaking, writing, listening and reading both online through websites and apps, and offline through multimedia documents and activities.
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.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is presented as a way for teachers to communicate and stay updated. Web flashcards are described as a modern version of traditional flashcards that can be accessed anywhere and allow interactive study activities. Benefits highlighted include providing study statistics, accessibility, and the ability for students to create and share cards. The conclusion reinforces that these technologies can engage students and enhance lesson plans.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is described as a way for teachers to communicate and stay updated. Finally, web flashcards are presented as a modern alternative to physical flashcards that allow students to study digitally on devices like phones and tablets. Benefits highlighted include accessibility, analytics of student study, and interactive lessons using a whiteboard.
10 Technology Tools Every 21st Century Educator Should UseAlex Noudelman
Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
SlideShare by Alex Noudelman
The Motion Math app:
- Is an interactive app that tests elementary students on math skills in a fun way without test pressure
- Can be used for students in grades 1-3 and allows adjusting the level of difficulty
- Provides practice on a range of math topics from addition/subtraction to decimals and negative numbers
- Is useful for both students and teachers, allowing students to practice skills and teachers to evaluate their lessons
- Addresses mathematics standards for elementary students by testing on different math topics in an engaging format
The document discusses how the internet and web technologies have expanded opportunities for language learning beyond the traditional classroom. It provides examples of how teachers and students can now create online presences to reach global audiences, publish multimedia content, and learn from a worldwide network of people. While these connected opportunities offer benefits, they also raise questions about responsibilities, readiness, and impacts on local cultures.
New Technologies...Your Classroom... Let's Go!Catherine Ritz
My Top 10 Student Performance Resources and My Top 10 Resources to Make Your Life Easier... designed for Foreign Language teachers! Hope you find it useful!!
Social media and mobile devices have combined to help create the always-with-us, always-on, always-connected campus. Not just student-to-student but, importantly, institution/faculty/staff-to-student as well as staff-to-staff. We need to look beyond the silo-ed, one-way web sites of the past towards more personal, two-way applications that take advantage of this sea change on campus. The ways in which our users will want to interact with us, the types of tasks they’ll want to complete, and the types of devices we’ll want to deliver to will just continue to proliferate.
Now is the time to reevaluate.
Using lessons learned at a large land-grant institution we’ll look at what the future friendly campus might look like, ways to plant the seed of that change and tips on how to accomplish it.
This presentation was given at the 2012 .eduGuru Summit on April 11, 2012.
This poster summarizes Pat Townshend's project on learning to thrive and survive in a digital environment. The project examines digital literacy skills frameworks and surveys learners in an early years staff training program to understand barriers to technology adoption. It invites attendees to an online conference on February 13, 2017 to explore evidence on digital skills development and the use of technology in early childhood education.
Pimp Your Post - Tips and Tricks for Jazzing up Intro Posts in Online coursesTracy Kelly
Tips and Tricks for jazzing up intro posts and icebreaker activities in online courses. Facilitated by Tracy Roberts and Gina Bennett for ETUG, Feb 2010
This document provides information on various online tools that can be used for language teaching including:
- MYLO - Exercises that can be done without logging in
- Storybird - An online storytelling tool where students can illustrate stories
- Xtranormal - Allows creating movies from scripts using text-to-speech
- Quizlet - A site for making and finding flashcards
- Wallwisher/Linoit - Sites for collaborative note-taking
- Prezi - A dynamic presentation tool
- Edmodo - An online virtual learning environment
- Lingro - Allows looking up definitions by laying a dictionary over web pages
It also lists useful language teaching blogs and encourages exploring more tools on
A Web for Everyone: Accessibility as a design challengeWhitney Quesenbery
Let's get past the idea that checklists and compliance all there is to accessibility. Designing for accessibility is a user experience design problem, starting with understanding how people with disabilities use your products. If we aim to design for all senses we can focus on easy interaction, helpful wayfinding, clean presentation, plain language and media instead of "rules." Doing so, we can create a web for everyone and a delightful user experience where accessibility and usability work together.
Updated January 21
Replay of the O'Reilly webcast: http://www.oreillynet.com/pub/e/2992
Transcript of the O'Reilly webcast: http://www.wqusability.com/handouts/AWFE-Challenge-OReilly-Transcript.pdf
The document discusses the use of various technologies in the classroom, including hardware like computers, tablets, and smart boards, as well as software like interactive whiteboards and educational games. It explains that these technologies enhance learning by making lessons more engaging and interactive. Some examples given include using smart boards to project lessons, watching educational videos online, and playing interactive math games on tablets. The document also discusses how technologies can help with communication, by allowing students to instantly message each other with questions. Overall, the document advocates for the use of technologies in the classroom to improve and expand the learning experience.
The document discusses the use of various technologies in the classroom, including hardware like computers, tablets, and smart boards, as well as software like interactive whiteboards and educational games. It explains that these technologies enhance learning by making lessons more engaging and interactive. Some examples given include using smart boards to project lessons, watching educational videos online, and playing interactive math games on tablets. The document also discusses how technologies can help with communication, by allowing students to instantly message each other with questions. Overall, the document advocates for the use of technologies in the classroom to improve and expand the learning experience.
Online resources, educational sites and portalstcc_joemarie
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
Elearning session for Secondary PGCE and GTP traineeswkidd
This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.
This presentation discusses various ICT tools that can aid communication and collaboration in a school environment. It provides an overview of tools for online noticeboards, bookmarking, mind mapping, file sharing, video conferencing, and more. Many of the tools highlighted allow for real-time collaboration between colleagues and students.
Similar to "Can You Do It In The Dark?" 2: Electric Boogaloo (20)
No YOU'RE Crying: How Stony Brook Turned a Cinderella Experience into Social ...Chris D'Orso
Getting into “The Big Dance” is one thing. But what do you do once you’re there, and how can you make sure you get the most out of it? Stony Brook University was a “Cinderella” in the NCAA basketball tournament this spring, and Chris D’Orso helped tell the story through social media. He’ll discuss how best to collaborate across departments and mobilize campus resources quickly and efficiently’ He’ll provide examples of how Stony Brook capitalized on the excitement of being suddenly thrust into the national spotlight.
"No, YOU'RE Crying": How Two Schools Turned a Cinderella Experience into Soci...Chris D'Orso
This document discusses how two schools, Stony Brook University and the University of Arkansas at Little Rock, used their men's basketball teams' unexpected success in the 2016 NCAA tournament to generate social media engagement. Both schools' teams made deep tournament runs as lower seeds, capturing fans' attention. The schools capitalized on this opportunity by planning social media content in advance and sharing behind-the-scenes access. They also took advantage of human-interest stories like UALR connecting with a young fan from out of state. While winning is exciting, the schools learned social media value comes from engaging content more than just results.
Finding Your Voice: Giving Your Social Media a Personality -- CASE D2 2016Chris D'Orso
DID YOU KNOW: It's okay to have fun on social media from an official college or university account? Chris D'Orso, Assistant Director of Enrollment Communications at Stony Brook University in New York, will help you build a social media empire on your campus.
Live Tweet This: Tech & Social Media in Higher EducationChris D'Orso
The document discusses using social media and technology in higher education. It covers using content management systems (CMS) and customer relationship management (CRM) programs to manage websites and evaluate effectiveness. The presentation provides tips on learning the relevant tools and technologies, using data and analytics to drive decisions, and adapting to improve. It also discusses best practices for using social media, including having goals over tools, engaging audiences, maintaining branding consistency, and balancing professional and personal accounts. The overall message is that technology and data can enhance higher education when used appropriately and with clear goals.
Making Love To The Admissions Office -- #heweb14 #tie10Chris D'Orso
Enrollment management -- what we all used to know as "admissions" back in the day -- is more data-driven than ever before. The funnel is changing, and communication streams are getting more complex. Ensuring that your web team and enrollment team are on the same page is a great way to make sure that your school is maximizing its potential to enroll the right students. Higher enrollment (yield) = more $$ = more HighEdWeb! (What else are you going to do with that? Hire an assistant?!)
This was session #tie10 in the "Technology in Education" track at HighEdWeb 2014.
The Stony Brook campus is set among 1,040 wooded acres. Stony Brook University is ranked in the top 1% of universities worldwide and is a member of the prestigious American Association of Universities. Stony Brook University is the economic engine of Long Island, accounting for an annual economic impact of $4.6 billion.
The document summarizes opportunities available at Stony Brook University, including its wooded campus setting, diverse academic programs across 10 schools and colleges, vibrant undergraduate community, opportunities for research, study abroad, and over 300 student clubs and organizations. It notes guaranteed on-campus housing and a new recreation center being built in 2012, as well as competitive in-state and out-of-state tuition rates.
Tune In, Turn On: College Admissions in a Web 2.0 WorldChris D'Orso
This document discusses how social media and web 2.0 have impacted the college admissions process. It notes that word of mouth reputation is now easier than ever to enhance or damage through online participation and discussion. It encourages admissions offices to tune into online conversations and communities to better understand applicants and participate in discussions. While social media profiles shouldn't be heavily scrutinized, online content lives on permanently. Overall, the goal is better connections through technology rather than social media mastery alone.
Breaking Silos To Break Bank: Shattering The Divide Between Search And SocialNavah Hopkins
At Mozcon 2024 I shared this deck on bridging the divide between search and social. We began by acknowledging that search-first marketers are used to different rules of engagement than social marketers. We also looked at how both channels treat creative, audiences, bidding/budgeting, and AI. We finished by going through how they can win together including UTM audits, harvesting comments from both to inform creative, and allowing for non-login forums to be part of your marketing strategy.
I themed this deck using Baldur's Gate 3 characters: Gale as Search and Astarion as Social
Embark on style journeys Indian clothing store denver guide.pptxOmnama Fashions
Finding the perfect "Indian Clothing Store Denver" is essential for those seeking vibrant, authentic, and culturally rich attire in the heart of Colorado. Denver, a city known for its diverse culture and eclectic fashion scene, offers a variety of options for those in search of traditional and contemporary Indian clothing. Whether you're preparing for a wedding, festival, or cultural event, or simply wish to incorporate the elegance and beauty of Indian fashion into your wardrobe, discovering the right store can make all the difference.
Mastering Local SEO for Service Businesses in the AI Era"" is tailored specifically for local service providers like plumbers, dentists, and others seeking to dominate their local search landscape. This session delves into leveraging AI advancements to enhance your online visibility and search rankings through the Content Factory model, designed for creating high-impact, SEO-driven content. Discover the Dollar-a-Day advertising strategy, a cost-effective approach to boost your local SEO efforts and attract more customers with minimal investment. Gain practical insights on optimizing your online presence to meet the specific needs of local service seekers, ensuring your business not only appears but stands out in local searches. This concise, action-oriented workshop is your roadmap to navigating the complexities of digital marketing in the AI age, driving more leads, conversions, and ultimately, success for your local service business.
Key Takeaways:
Embrace AI for Local SEO: Learn to harness the power of AI technologies to optimize your website and content for local search. Understand the pivotal role AI plays in analyzing search trends and consumer behavior, enabling you to tailor your SEO strategies to meet the specific demands of your target local audience. Leverage the Content Factory Model: Discover the step-by-step process of creating SEO-optimized content at scale. This approach ensures a steady stream of high-quality content that engages local customers and boosts your search rankings. Get an action guide on implementing this model, complete with templates and scheduling strategies to maintain a consistent online presence. Maximize ROI with Dollar-a-Day Advertising: Dive into the cost-effective Dollar-a-Day advertising strategy that amplifies your visibility in local searches without breaking the bank. Learn how to strategically allocate your budget across platforms to target potential local customers effectively. The session includes an action guide on setting up, monitoring, and optimizing your ad campaigns to ensure maximum impact with minimal investment.
In the face of the news of Google beginning to remove cookies from Chrome (30m users at the time of writing), there’s no longer time for marketers to throw their hands up and say “I didn’t know” or “They won’t go through with it”. Reality check - it has already begun - the time to take action is now. The good news is that there are solutions available and ready for adoption… but for many the race to catch up to the modern internet risks being a messy, confusing scramble to get back to "normal"
Did you know that while 50% of content on the internet is in English, English only makes up 26% of the world’s spoken language? And yet 87% of customers won’t buy from an English only website.
Uncover the immense potential of communicating with customers in their own language and learn how translation holds the key to unlocking global growth. Join Smartling CEO, Bryan Murphy, as he reveals how translation software can streamline the translation process and seamlessly integrate into your martech stack for optimal efficiency. And that's not all – he’ll also share some inspiring success stories and practical tips that will turbocharge your multilingual marketing efforts!
Key takeaways:
1. The growth potential of reaching customers in their native language
2. Tips to streamline translation with software and integrations to your tech stack
3. Success stories from companies that have increased lead generation, doubled revenue, and more with translation
Boost Your Instagram Views Instantly Proven Free Strategies.InstBlast Marketing
Supercars use advanced materials and tech for top-speed performance. Join Performance Car Exclusive to experience driving excellence.
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Boost Your Instagram Views Instantly Proven Free Strategies.pptxInstBlast Marketing
Join Performance Car Exclusive to drive the finest supercars, engineered with advanced materials and cutting-edge technology for peak performance.
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Top Strategies for Building High-Quality Backlinks in 2024 PPT.pdf1Solutions Pvt. Ltd.
As we move into 2024, the methods for building high-quality backlinks continue to evolve, demanding more sophisticated and strategic approaches. This presentation aims to explore the latest trends and proven strategies for acquiring high-quality backlinks that can elevate your SEO efforts.
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What Software is Used in Marketing in 2024.Ishaaq6
This paper explores the diverse landscape of marketing software, examining its pivotal role in modern marketing strategies. It provides a comprehensive overview of various types of marketing software tools and platforms essential for enhancing efficiency, optimizing campaigns, and achieving business objectives. Key categories discussed include email marketing software, social media management tools, content management systems (CMS), customer relationship management (CRM) software, search engine optimization (SEO) tools, and marketing automation platforms.
The paper delves into the functionalities, benefits, and examples of each type of software, highlighting their unique contributions to effective marketing practices. It explores the importance of integration and automation in maximizing the impact of these tools, addressing challenges and strategies for seamless implementation across different marketing channels.
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In conclusion, this paper provides valuable insights into the evolving landscape of marketing technology, emphasizing the transformative potential of software solutions in driving innovation, efficiency, and competitive advantage in today's dynamic marketplace.
This description outlines the scope, structure, and focus of the paper, giving readers a clear understanding of what to expect and why the topic of marketing software is important and relevant in contemporary marketing practices.
The Strategic Impact of Storytelling in the Age of AI
In the grand tapestry of marketing, where algorithms analyze data and artificial intelligence predicts trends, one essential thread remains constant — the timeless art of storytelling. As we stand on the precipice of a new era driven by AI, join me in unraveling the narrative alchemy that transforms brands from mere entities into captivating tales that resonate across the digital landscape. In this exploration, we will discover how, in the face of advancing technology, the human touch of a well-crafted story becomes not just a marketing tool but the very essence that breathes life into brands and forges lasting connections with our audience.
1. Can You Do It In The Dark?
Making Your Social Media More Accessible
Chris D’Orso
@cdorso
Associate Director of Admissions,
The College at Brockport
Justin Romack
@justinromack
Assistive Technology Coordinator,
Texas A&M University
3. The joy of social media is that it’s – at least
theoretically -- a level playing field.
Everyone has access to the same information, the
same memes, the same cat videos.
But it’s important that we *actually* give people
access to all the same stuff, in a way that
everyone can use.
4. But what is accessibility?
The ability for people with disabilities to use,
obtain, and interact with information and resources
with the same, or a relatively similar, ease of use.
Our aim should be “inclusivity,” not just
“accessibility.” It’s not about creating a separate
experience, but developing solutions for people of
all abilities to access the world in the same manner.
5. “At the end of the day, the web is used by
humans and created by humans. And every
single thing you put in between those two is
noise. Everything on the web page, everything
you build, everything you think is a great tool,
and is interactive… is all just getting in the
way of two humans communicating.”
-Michael Fienen (@fienen),
Higher Ed Social podcast
6. So why be inclusive?
• Because we legally have to – but this
presentation is going to stay out of the
legal side of things.
• Because we’re not total a-holes
8. Who is impacted by social media accessibility?
“VoiceOver has totally
changed how I use social
media and the web!” -
Lindsay
“Everyone deserves
the chance to enjoy
and be inspired by
content.” - Cruz
“If it looks
complicated, I’ll
probably just skip it.”
– Ben
9. What are the common accessibility challenges when it
comes to social media content?
• Images without alt text
• Videos without video description
• Media without captions or transcripts
• Visual content with poor contrast
• Dense, overly verbose textual content with technical
jargon. (This ain’t the propellerhead track, folks.)
10. DEMO TIME!
NVDA using Twitter
NVDA using Facebook
VoiceOver for iOS on Facebook
VoiceOver for iOS on Instagram
TalkBack for Android
JAWS for Windows
11. Now – how many of you honestly think
you’re *not* doing a good enough job
making your social media inclusive for
people with disabilities?
12. Good thing we’re here to help!
Here are ten tweetable tips that you can take
home and work on.
13. 1. Learn how to make awesome alt
text.
Twitter: Native support on both
desktop and mobile.
Tweetdeck: Supported
Sprout: Supported
Buffer: Supported
Hootsuite: Supported
Facebook: Native support on desktop,
but NOT mobile
Instagram: Finally available!
14. 2. Get your captions and transcripts correct.
Facebook/Twitter: Allows the option to upload an SRT file with your
video, which provides closed captioning.
Instagram: Captions need to be “burned on” to the visuals, so you’d
need to prepare your video with captions and then upload it.
15. 2. Get your captions and transcripts correct.
Facebook/Twitter: Allows the option to upload an SRT file with your
video, which provides closed captioning.
Instagram: Captions need to be “burned on” to the visuals, so you’d
need to prepare your video with captions and then upload it.
16. 3. Add audio description for videos and broadcasts.
Social media do *not* currently support the ability to
toggle on/off audio descriptions:
• AD must be “burned into” the audio of your video.
• Upload an audio-described version to YouTube, then
post a link in the post or the comments to that video.
• Describe key scenery, visuals, and actions that are
appearing on screen.
18. 5. Avoid dense, overly verbose content.
“Write tight.” Avoid jargon and technical talk where
possible.
Make it clear,
Make it concise,
Make it stick.
19. 6. Champion accessibility throughout the content creation process.
It’s much easier to start early than to remediate work you’ve already
done.
7. Familiarize yourself with the Web Content Accessibility Guidelines.
8. Many platforms have dedicated accessibility teams. Follow and
engage them in continuing accessibility work.
9. Involve people with disabilities. Get students and staff engaged in
the creation of your content.
10. Even if the platform makes it difficult, it doesn’t mean it doesn’t
matter. (Yeah, we’re talking to you, Snapchat.)
20. Bonus tips! Get those tweeting fingers ready.
11.Acronyms can be a pain. Write ‘em out, especially in the name of your
page.
12.Emoji are super cute! Want to make the O’s in your college name on
Twitter into pumpkins for Halloween? DON’T. Screen readers hate them.
Find another way to indicate that you’re the spookiest college on Twitter.
13.Funny hashtag? Use camel case so you don’t confuse anyone, *especially*
people using screen readers. #SusanAlbumParty vs #susanalbumparty
14.Inclusivity BONUS! If you can’t describe it without coming across like a
jerk, then it’s probably not appropriate anyway!
21. People notice what we do. It’s important that we do it
right.
“At the end of the day, the web is used by humans and
created by humans. And every single thing you put in
between those two is noise. Everything on the web page,
everything you build, everything you think is a great tool,
and is interactive… is all just getting in the way of two
humans communicating.”
-Michael Fienen (@fienen),
Higher Ed Social podcast
22. Thank you!
Chris D’Orso
@cdorso
Associate Director of Admissions,
The College at Brockport
Justin Romack
@justinromack
Assistive Technology Coordinator,
Texas A&M University