This document summarizes emerging technologies and trends in education including ebooks, mobile devices, augmented reality, gesture-based computing, visual data analysis, tablet PCs, wireless technologies, and how Star Trek inspired mobile phones. It also discusses levels of technology integration in classrooms from conventional to appropriation and compares traditional versus digital classrooms.
This document discusses different levels of technology integration in the classroom from entry to invention. It provides examples of how technology may be used at each level from basic skills like word processing to more advanced collaboration and student-directed learning. The focus is on the teacher's role and style of teaching at each level of integration.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
The document discusses how a school district in Plano, Texas used interactive projector technology from BenQ to enhance learning environments. The district piloted the BenQ MP780ST projectors in classrooms and found that students were more engaged with the interactive features. Based on the success of the pilot, the district plans to equip over 2,000 classrooms with these interactive projectors to improve the learning experience for students and teachers across the district.
The document discusses problems with traditional lectures, including drops in student attention after 10-15 minutes and failure of students to retain material compared to active learning classes. It also presents two systems - Classroom/Ubiquitous Presenter and PaperCP - that aim to address these problems by fostering active participation and engagement through technologies like digital pens, tablets, and public displays.
Question & Answer 2.0: A System to facilitate interaction during and after a ...Kai Michael Höver
§ Q&A 2.0 is a system that facilitates interaction during and after lectures.
§ It allows students to ask questions during lectures and continue the discussion afterwards.
§ The document describes existing systems that enable some interaction, but have limitations like not allowing comments to be made in the context of the learning material or only focusing on the time during or after lectures, not both. Q&A 2.0 aims to address these limitations.
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
The document summarizes a study that evaluated a collaborative mobile learning activity called "Unearthing Invisible Buildings" for primary school children. The study examined how students focused on their mobile devices and shared devices during game play. Key findings included that students focused on their assigned roles but shared devices in key situations, like discussing clues. Students effectively collaborated around the devices, negotiating tasks and findings. The study provided initial insights into student collaboration and interaction during mobile learning activities.
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
This document discusses different levels of technology integration in the classroom from entry to invention. It provides examples of how technology may be used at each level from basic skills like word processing to more advanced collaboration and student-directed learning. The focus is on the teacher's role and style of teaching at each level of integration.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
The document discusses how a school district in Plano, Texas used interactive projector technology from BenQ to enhance learning environments. The district piloted the BenQ MP780ST projectors in classrooms and found that students were more engaged with the interactive features. Based on the success of the pilot, the district plans to equip over 2,000 classrooms with these interactive projectors to improve the learning experience for students and teachers across the district.
The document discusses problems with traditional lectures, including drops in student attention after 10-15 minutes and failure of students to retain material compared to active learning classes. It also presents two systems - Classroom/Ubiquitous Presenter and PaperCP - that aim to address these problems by fostering active participation and engagement through technologies like digital pens, tablets, and public displays.
Question & Answer 2.0: A System to facilitate interaction during and after a ...Kai Michael Höver
§ Q&A 2.0 is a system that facilitates interaction during and after lectures.
§ It allows students to ask questions during lectures and continue the discussion afterwards.
§ The document describes existing systems that enable some interaction, but have limitations like not allowing comments to be made in the context of the learning material or only focusing on the time during or after lectures, not both. Q&A 2.0 aims to address these limitations.
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
The document summarizes a study that evaluated a collaborative mobile learning activity called "Unearthing Invisible Buildings" for primary school children. The study examined how students focused on their mobile devices and shared devices during game play. Key findings included that students focused on their assigned roles but shared devices in key situations, like discussing clues. Students effectively collaborated around the devices, negotiating tasks and findings. The study provided initial insights into student collaboration and interaction during mobile learning activities.
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
This document outlines a research proposal on designing informal mobile collaborative learning objects using mobile smart devices in higher education institutions. The research questions examine the current state of informal mobile collaborative learning, appropriate learning activities/objects, the role of smart mobile devices, and how informal mobile learning can be conducted in higher education contexts. If conducted, the study would develop a framework for creating mobile collaborative learning objects to support informal learning activities and complement formal education. It would extend theories of mobile learning and provide models for implementing informal mobile collaborative learning.
This document contains ideas for creating educational video episodes to showcase eLearning at Hume Heights school. It discusses potential topics to cover in the videos like learning goals, reflection, differentiated learning, and building student and teacher toolboxes. It outlines a plan to film a sample video about learning goals and reflections that would follow a common structure across episodes. This includes shots of students creating goals and a teacher promoting their importance at a PLT meeting. The document proposes planning components like using Elluminate for iMasterclasses and a design space to model effective professional learning for teachers.
This document outlines a lesson plan for kindergarten students to learn about plant parts and the planting process. It begins with the learning goals of identifying plant parts and creating a classroom garden with predictions and observations. A needs assessment identifies the learners, their current knowledge, and what they need to accomplish the objectives. Pre-assessments are used to determine the students' starting points. Absorb activities like informational videos on plant parts and planting seeds are selected. A post-test after absorb and do activities will check understanding, with reviews for those not yet mastering the objectives. Connect activities will apply the knowledge in real-world contexts.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
District Administration Webinar: Blended LearningJeff Piontek
This document discusses blended learning and provides definitions and models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some control over time, place, path and pace of learning. It describes six models of blended learning that exist on a continuum from completely face-to-face to completely online. The models provide varying levels of student independence, use of technology, and flexibility. The document advocates for reframing our thinking about blended learning to focus on student outcomes and differentiation to meet individual student needs.
Envigame – Linking Environmental Education to ICT in Czech Primary Schools eLearning Papers
Author: Barbora Štollová.
The Envigame project was created to address Czech teachers' lack of methodological guidance and practical educational materials.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
I have a hard shell, am a herbivore, and am brown; I carry my home with me. This describes a tortoise, which was revealed at the end to be the answer to the riddle of who the speaker is.
The document provides instructions to complete a linked sets activity by having the reader click a double arrow to move to the next activity, check their answers against a printed out, and then provides 17 cards with pairs of numbers to match for the linked sets activity.
The document provides instructions for creating wordfind templates in PowerPoint 2007, 2003, and 2008. It describes how to insert a table, specify the number of columns and rows, select a grid style, resize the table, enter letters, and save the template.
This document provides instructions for playing a game of I Spy 2 using a slideshow and pen tool. The instructions tell the user to click the slideshow button to start, then select the pen tool from pointer options to write answers to the numbers displayed in the slideshow.
This document provides addition problems and their solutions for practicing addition skills. It lists 10 addition problems in the form of "x + y =", followed by the numbers being added and the sum, such as "3 + 4 = 7". The problems cover adding single-digit numbers together with results ranging from 4 to 9.
This document provides information about different levels of technology integration in classrooms, ranging from entry level to invention level. It describes the physical layout of classrooms, use of computers and other technologies, and teacher and student roles at each integration level. Screenshots and links are included as examples.
This document describes a study that developed a Wireless Technology Enhanced Classroom (WiTEC) to support teaching and learning. The WiTEC integrates wireless LAN, mobile learning devices, an electronic whiteboard, and servers to create an interactive environment. Key features include reducing tedious tasks, engaging students, allowing teacher monitoring, facilitating collaboration, and recording the learning process. The document provides an example of how project-based learning could be implemented using the WiTEC's features. It concludes by discussing suggestions for further research.
The document describes different levels of technology integration in classrooms from non-existent to seamless. The non-existent level refers to rare technology use where students do not use technology for assignments. The basic level refers to occasional technology use often in labs rather than classrooms. The comfortable level refers to regular classroom technology use where students use tools to create content-focused projects. The seamless level describes daily technology use where students employ various tools to complete and share assignments that demonstrate deep understanding.
1. The document discusses strategies for effectively integrating online resources and Internet exchanges into classroom activities. It emphasizes carefully defining goals, thinking about integration, not underestimating complexity, providing necessary support, and involving students in decisions.
2. Teachers should consider how to thoughtfully integrate online connections rather than adding them disconnected from other class activities. This requires considering linguistic and cognitive demands to maximize benefits.
3. Effectively using Internet in the classroom requires abilities, equipment, time, language proficiency and preventing students from feeling overwhelmed while building technology skills essential for their future success.
This document provides an overview of different levels of teacher integration of ICT in the classroom: Entry, Adoption, Adaptation, Appropriation, and Invention. Each level is defined by the physical layout of the classroom, use of technology tools, role of the teacher, and student independence. The highest level of Invention involves students having freedom to move around learning centers and use various digital devices throughout the day with minimal guidance from the teacher.
Scheme of Work for the Web Design for Beginners (using Adobe Dreamweaver CS6)...Vishal Raja
This document provides a scheme of work for a 12-week course on web design for beginners using Dreamweaver CS6. It outlines the weekly topics, learning objectives, teaching strategies, assessments, and classroom resources for each week. The topics progress from basic HTML and webpage design to more advanced features of Dreamweaver like templates, layout, and links. Assessments include practical tasks, observation, peer feedback, and problem solving exercises. The intended learning outcomes cover both technical and soft skills.
This document discusses the increasing use of computing devices in classrooms and debates their impact on education. Supporters say devices add value by saving time and transforming education, while critics argue they may be oversold and underused or create distractions and management problems. The document examines how teachers currently use devices for tasks like research, productivity tools, and online learning environments. While uses like individualized instruction and access to resources can add value, challenges include hardware issues, unlimited internet access as a distraction, and needing training to fully realize benefits. Researchers suggest more training is needed for formative assessments and evaluating technology integration frameworks.
This document provides step-by-step instructions for setting up a basic wiki on Wikispaces.com. It outlines how to create an account, set up a new wiki, customize colors and themes, add a logo, set up navigation pages, edit pages by adding content and links, and make the wiki public so students can access it. The goal is to create an organized, easy-to-navigate online resource that can be shared with students.
This document outlines a research proposal on designing informal mobile collaborative learning objects using mobile smart devices in higher education institutions. The research questions examine the current state of informal mobile collaborative learning, appropriate learning activities/objects, the role of smart mobile devices, and how informal mobile learning can be conducted in higher education contexts. If conducted, the study would develop a framework for creating mobile collaborative learning objects to support informal learning activities and complement formal education. It would extend theories of mobile learning and provide models for implementing informal mobile collaborative learning.
This document contains ideas for creating educational video episodes to showcase eLearning at Hume Heights school. It discusses potential topics to cover in the videos like learning goals, reflection, differentiated learning, and building student and teacher toolboxes. It outlines a plan to film a sample video about learning goals and reflections that would follow a common structure across episodes. This includes shots of students creating goals and a teacher promoting their importance at a PLT meeting. The document proposes planning components like using Elluminate for iMasterclasses and a design space to model effective professional learning for teachers.
This document outlines a lesson plan for kindergarten students to learn about plant parts and the planting process. It begins with the learning goals of identifying plant parts and creating a classroom garden with predictions and observations. A needs assessment identifies the learners, their current knowledge, and what they need to accomplish the objectives. Pre-assessments are used to determine the students' starting points. Absorb activities like informational videos on plant parts and planting seeds are selected. A post-test after absorb and do activities will check understanding, with reviews for those not yet mastering the objectives. Connect activities will apply the knowledge in real-world contexts.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
District Administration Webinar: Blended LearningJeff Piontek
This document discusses blended learning and provides definitions and models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some control over time, place, path and pace of learning. It describes six models of blended learning that exist on a continuum from completely face-to-face to completely online. The models provide varying levels of student independence, use of technology, and flexibility. The document advocates for reframing our thinking about blended learning to focus on student outcomes and differentiation to meet individual student needs.
Envigame – Linking Environmental Education to ICT in Czech Primary Schools eLearning Papers
Author: Barbora Štollová.
The Envigame project was created to address Czech teachers' lack of methodological guidance and practical educational materials.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
I have a hard shell, am a herbivore, and am brown; I carry my home with me. This describes a tortoise, which was revealed at the end to be the answer to the riddle of who the speaker is.
The document provides instructions to complete a linked sets activity by having the reader click a double arrow to move to the next activity, check their answers against a printed out, and then provides 17 cards with pairs of numbers to match for the linked sets activity.
The document provides instructions for creating wordfind templates in PowerPoint 2007, 2003, and 2008. It describes how to insert a table, specify the number of columns and rows, select a grid style, resize the table, enter letters, and save the template.
This document provides instructions for playing a game of I Spy 2 using a slideshow and pen tool. The instructions tell the user to click the slideshow button to start, then select the pen tool from pointer options to write answers to the numbers displayed in the slideshow.
This document provides addition problems and their solutions for practicing addition skills. It lists 10 addition problems in the form of "x + y =", followed by the numbers being added and the sum, such as "3 + 4 = 7". The problems cover adding single-digit numbers together with results ranging from 4 to 9.
This document provides information about different levels of technology integration in classrooms, ranging from entry level to invention level. It describes the physical layout of classrooms, use of computers and other technologies, and teacher and student roles at each integration level. Screenshots and links are included as examples.
This document describes a study that developed a Wireless Technology Enhanced Classroom (WiTEC) to support teaching and learning. The WiTEC integrates wireless LAN, mobile learning devices, an electronic whiteboard, and servers to create an interactive environment. Key features include reducing tedious tasks, engaging students, allowing teacher monitoring, facilitating collaboration, and recording the learning process. The document provides an example of how project-based learning could be implemented using the WiTEC's features. It concludes by discussing suggestions for further research.
The document describes different levels of technology integration in classrooms from non-existent to seamless. The non-existent level refers to rare technology use where students do not use technology for assignments. The basic level refers to occasional technology use often in labs rather than classrooms. The comfortable level refers to regular classroom technology use where students use tools to create content-focused projects. The seamless level describes daily technology use where students employ various tools to complete and share assignments that demonstrate deep understanding.
1. The document discusses strategies for effectively integrating online resources and Internet exchanges into classroom activities. It emphasizes carefully defining goals, thinking about integration, not underestimating complexity, providing necessary support, and involving students in decisions.
2. Teachers should consider how to thoughtfully integrate online connections rather than adding them disconnected from other class activities. This requires considering linguistic and cognitive demands to maximize benefits.
3. Effectively using Internet in the classroom requires abilities, equipment, time, language proficiency and preventing students from feeling overwhelmed while building technology skills essential for their future success.
This document provides an overview of different levels of teacher integration of ICT in the classroom: Entry, Adoption, Adaptation, Appropriation, and Invention. Each level is defined by the physical layout of the classroom, use of technology tools, role of the teacher, and student independence. The highest level of Invention involves students having freedom to move around learning centers and use various digital devices throughout the day with minimal guidance from the teacher.
Scheme of Work for the Web Design for Beginners (using Adobe Dreamweaver CS6)...Vishal Raja
This document provides a scheme of work for a 12-week course on web design for beginners using Dreamweaver CS6. It outlines the weekly topics, learning objectives, teaching strategies, assessments, and classroom resources for each week. The topics progress from basic HTML and webpage design to more advanced features of Dreamweaver like templates, layout, and links. Assessments include practical tasks, observation, peer feedback, and problem solving exercises. The intended learning outcomes cover both technical and soft skills.
This document discusses the increasing use of computing devices in classrooms and debates their impact on education. Supporters say devices add value by saving time and transforming education, while critics argue they may be oversold and underused or create distractions and management problems. The document examines how teachers currently use devices for tasks like research, productivity tools, and online learning environments. While uses like individualized instruction and access to resources can add value, challenges include hardware issues, unlimited internet access as a distraction, and needing training to fully realize benefits. Researchers suggest more training is needed for formative assessments and evaluating technology integration frameworks.
This document provides step-by-step instructions for setting up a basic wiki on Wikispaces.com. It outlines how to create an account, set up a new wiki, customize colors and themes, add a logo, set up navigation pages, edit pages by adding content and links, and make the wiki public so students can access it. The goal is to create an organized, easy-to-navigate online resource that can be shared with students.
This document provides examples of creative ways to use iPads in reading and writing activities. It describes how iPads can be used as collaborative tools for buddy reading, recording speeches for proofreading, and creating multimedia books. The document also provides ideas for using iPad apps for activities like mind mapping, looking up synonyms, writing stories and journals, making book covers and audiobooks, and publishing student work. Links are included for blog posts with more details on these iPad integration ideas.
This document provides suggestions for using technology purposefully with junior students. It recommends letting students experiment with technology to develop basic skills like using a keyboard, mouse, and iPad. Teachers should consider how devices like iPads, computers, and interactive whiteboards can be used to support learning in areas like writing, reading, and math. Specific apps and programs are listed that could help teach skills or be used for activities, projects, and publishing student work. The document emphasizes setting directed tasks and using technology to model lessons while allowing students choice in their learning.
The document lists various computer programs, apps, websites and tools that can be used for reading, writing, creating comics, presentations, audio recordings and more. It includes programs for iPad, computer and using the internet like Google Docs, Keynote, GarageBand, Blogger and ComicLife. It also mentions activities that can be done using these digital tools and offline materials like magazines, books and craft materials.
The document provides instructions for students to create a digital storybook retelling the myth of Theseus and the Minotaur using various creative apps and tools. Students are directed to choose a consistent theme, fonts, and colors throughout their project, and to cite any clipart sources. The instructions emphasize maintaining a consistent style while transforming the classic story into a digital format through pictures, text, and audio.
This document contains a list of various tools for writing, graphic design, publishing, and multimedia creation. It includes applications for taking notes, creating documents, presentations and comics, as well as lower-tech options like paper, pens, and whiteboards. The list covers a wide range of software like Google Docs, Inspiration, Notability, iMovie, and Comic Life, as well as websites for blogging and publishing stories.
This document lists a variety of digital tools that can be used for education including apps for inspiration, writing, presentations, graphics, video editing, and more. It includes apps for Mac, PC, iPad, and online tools from companies like Google and Apple. The tools are organized by category but not described in detail.
This document provides a list of resources related to ebooks, interactive books on devices, using iPods and iPhones in education, educational games, augmented reality apps, and references. It includes links to free ebook collections, websites for reading ebooks online or on Kindle, research on using mobile devices in education, examples of augmented reality apps for enhancing places and history, and educational games for learning about global conflicts. Accelerometers are also mentioned as determining position, direction and acceleration.
The document provides steps for animating objects in Keynote. It explains how to add objects that will animate, such as clouds or shapes. It describes how to select objects and use the inspector and build inspector to add effects like fly in, move, or motion paths to animate the objects. Tips are included for importing images or screenshots and cropping as needed. The steps demonstrate how to animate a volcanic eruption by drawing lava, duplicating slides to show the lava flowing down the mountain, and animating clouds with different effects.
This document outlines a technology unit plan focused on transport machinery. It provides contexts, links to other curriculum areas, and resources for the unit. The learning intentions are for students to design vehicles using software and to create solutions to problems by designing technological advances. The design brief asks students to design a dream car for themselves or others, specifying features for the intended person. Learning experiences include watching educational videos, completing analysis and comparison activities, and designing vehicles using software or drawing.
King Minos of Crete had a daughter and a monster called the Minotaur. Every nine years, Athens was forced to send seven boys and seven girls to be eaten by the Minotaur. When it was time again, Prince Theseus of Athens vowed to kill the Minotaur. The Cretan princess helped Theseus by giving him objects to help defeat the Minotaur. In return, Theseus took the princess away so others could admire her beauty, fulfilling his end of the deal. Theseus succeeded in killing the Minotaur, ending Crete's dominance over Athens.
China's four ancient inventions of gunpowder, paper making, printing, and the compass made important contributions to the world economy and culture. They were also symbols of China's role as a great civilization. The document then provides examples of keyword searches on topics and records the number of search results or "hits" returned. It discusses internet addresses and domain names. Finally, it suggests websites to critically evaluate and provides a fact or opinion graphic organizer for analysis.
This document provides guidance on writing myths and legends narratives, including using the past tense and second/third person, setting the scene in the introduction, outlining the problem, response, and outcome. It recommends adding vivid verbs and descriptive adjectives and provides examples of conjunctions to join sentences beyond "and". The overall purpose is to entertain, motivate, or teach readers through engaging storytelling techniques.
This document provides resources for teaching students about position and orientation using coordinate grids. It includes links to online games and activities where students can practice using coordinates to solve puzzles by identifying shapes on a grid, following paths, directing robots to specified points, and plotting points on a coordinate plane. Instructions are provided to access math tasks on Studyladder related to coordinates and position.
This document provides instructions for using computer and iPad applications to perform geometric transformations including translations, rotations, reflections, and coloring of shapes. It describes how to select shapes, copy and paste them, slide them to form tessellations, flip them vertically, rotate them 180 degrees, and change their colors. Hints are provided like holding shift to select multiple shapes at once and using the arrow keys or swiping to nudge shapes in small increments. Examples of tessellations by the artist M.C. Escher are also referenced.
This document provides resources for teaching 2D and 3D shapes. It includes links to pages about 2D shapes with information on faces, edges and corners. There are also sections on 3D solids with the same information. The document lists tasks and activities for studying 3D shapes, including identifying prisms and pyramids, naming 3D objects, building 3D structures, drawing 3D shapes and identifying shapes from nets.
This document provides tips for using Google search more effectively, including searching for exact phrases with quotation marks, excluding words with a hyphen, finding word definitions and doing unit conversions, searching within pages using Ctrl/Command-F, and getting time or address information by typing those items followed by the location. The tips are meant to help users be smarter with their Google searches.
Gardner’s multiple intelligences planning grid with activity ideas and starte...Jacqui Sharp
This document provides a planning grid with activity ideas for each of Gardner's Multiple Intelligences. The grid lists verbs and starter words associated with each intelligence and provides examples of activities and tools that can be used to design lessons targeting each intelligence. It includes ideas for remembering, understanding, applying, analyzing, evaluating, and creating for the eight intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical, interpersonal, intrapersonal, and naturalist.
The pirates sailed to an island with a treasure map to find buried gold. They were followed by dolphins on their journey. Upon arriving, the pirates used their map to locate a chest of gold buried on the island.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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24. The One- Two computers
Traditional 1-3 students on a computer
Classroom Word Processing, Math or Reading Games
Broad Internet searches
http://puttheeinlearnin
g.wikispaces.com/Level
s+of+Integration
25. Internet games
Publishing
Digital Teacher lead
Classrooms instruction
1-1 computing
26. Self Managing
• make choices
• manage time
Participators and Contributors
• work with the teacher
• teach each other
• teach themselves
• work as a team
Thinkers
• higher level thinking
• organised thoughts
Conveyors of Information
• able to present and articulate
• use text and graphics
e-Learning
classroom Collaborators
• work with anyone and everyone
• sharing
27. Teacher Level of Integration
Entry Adoption Adaptation Appropriation Invention
Adapted from Cuban, L. (2001). Oversold and underused.
Computers in the classroom. Harvard University Press.
28. Conventional
teaching style
Teacher desk
Internet
at front of
never used
room
entry Furniture
Computer is randomly
covered scattered
around
Very little if
Desks in rows any published
work
29. Conventional teaching
style
Students prefer to work Furniture randomly
alone scattered around
Some computer
Internet used rarely
‘Published’ work
adoption
Math games (no Integration is usually in
direction) one curriculum area
Word Processing Desks in rows
Teaches elementary
applications, keyboard Isolated tasks
skills
30. Mostly
conventional
teaching style,
Specific areas in works with Computer
classroom groups centre is set up
defined
Periodically
Desks in groups using projector
and IWB
Students prefer
to work alone, Consciously
but teacher plans for ICT
organises in integration
pairs or 3’s adaptation
Students use
internet
Word processed
frequently for
work on walls
broad internet
searches
Computer and
Maths and
keyboarding
Reading
skills taught
software
formally Teacher
Some
directed
management
activities and
systems in place
planning
31. Informal
practitioner
confidently using Students move
technology freely around the
Management
classroom
systems in place
experimentng
with digital tools
Activities linked to
Internet used
classroom
extensively in all
teaching and
curriculum areas
learning
appropriation Tables around the
Desks swapped for
edge of
tables, very little
room, curriculum
mat area
specific
The room is full of
children’s finished
HOT models are work that is both
used regularly computer
presented and
hand done.
Student research
Students work in
skills well
groups
developed
32. Teachers and
children are using a
variety of digital
equipment and
software for both There is barely any
teaching and mat area, enough for
Informal practitioner learning purposes a small group of
who involves students children.
in the planning of Projector/IWB/mimio
programmes and tasks is being used all day
by teacher and
students.
Students are highly
Classroom is divided
independent and self
up into curriculum
managing and are able
areas with large tables
to make choices
themselves about invention holding resource
material. Learning
what they are going to
Centres are being
do and how they are
used freely.
going to go about it
Teacher is able
HOT models are
to recognise
integrated
when a skill
throughout all
needs to be
curriculum areas
taught
Students learn
the skills as they
are needed
33. Group
Ewan McIntosh's Edublogs.com 'CLicks and Bricks:
When digital, learning and physical space meet.
http://edu.blogs.com/edublogs/2010/10/-cefpi-clicks-
bricks-when-digital-learning-and-space-met.html
34. Art Music Drama Reading
Technology Science Writing