Databases
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This document discusses the benefits of using academic databases for research rather than general search engines or individual web pages. It notes that databases provide organized content from credible sources on all reading levels and subjects. The sources are expected to be of higher quality and more suitable for college-level work than those found through basic online searches. The document suggests databases should be used instead of only relying on sources like Google since they contain the best available sources.
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![[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Expect more than good enough sources ( Google ), but the BEST sources. How can we convince you to have your students use Databases?](https://image.slidesharecdn.com/databases-090908092959-phpapp01/85/Databases-1-320.jpg)
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This document provides an overview of a writing seminar being held at Ohio Northern University. It outlines the seven steps of the research process, including identifying topics, finding background information, evaluating sources, and citing work. It also reviews various library resources like the catalog, databases, and interlibrary loan. Tips are provided on developing search strategies, evaluating websites, and avoiding plagiarism. Contact information is included for the librarian leading the seminar.
Reliable sources
This document provides guidance on evaluating online sources and using them for research papers. It discusses using Wikipedia cautiously and evaluating websites for authority, purpose, currency and bias. The importance of citing sources to avoid plagiarism is covered. The document recommends using academic databases accessible through the school or public library as they contain reliable sources with citation information. It provides instructions for accessing databases through the school website.
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This document introduces the CRAAP test for evaluating information sources. The CRAAP test consists of 5 criteria - Currency, Relevance, Authority, Accuracy, and Purpose. Each criterion is explained in 1-2 sentences. Currency refers to how up-to-date the information is. Relevance means how effectively the source communicates information to its intended audience. Authority evaluates the author's credentials and expertise. Accuracy examines the reliability and verifiability of the content. Purpose determines why the source was created and any potential biases. The document provides examples and guidelines for applying each aspect of the CRAAP test.
Ib research show
This document discusses finding credible sources and properly citing resources. It defines peer-reviewed sources as ones that have been evaluated by experts in the field. Refereed journals are publications where experts critically evaluate submissions before publication. The document provides tips for evaluating credibility of web sources based on domain names like .edu or .gov. It stresses the importance of citing sources to avoid plagiarism and provides NoodleTools.com as a citation help resource.
Ib research show
This document discusses finding credible sources and properly citing resources. It defines peer-reviewed sources as ones that have been evaluated by experts in the field. Refereed journals are publications where experts critically evaluate submissions before publication. The document provides tips for evaluating credibility of web sources based on their domain names and recommends databases and libraries for quality information. It stresses the importance of citing sources to avoid plagiarism and provides NoodleTools.com as a citation help resource.
Evaluating sources for credibility
This document provides guidance on evaluating the credibility of sources for research. It defines key terms like research, source credibility, and validity. It then lists questions under five categories - who, what, when, where, why - to consider when assessing a source. These include examining the author's credentials, biases, purpose, evidence of updates, and relevance to the research task. The document concludes with warning signs of less credible sources like outdated information, errors, or ads/charges.
Basic introduction to finding library resources
This document provides guidance on finding and accessing resources for research papers through Palm Beach State College libraries. It outlines how to log in and search the library catalog to find books and other materials. It describes using advanced search features like limiting by publication date or material type. It also explains how to search databases, evaluate websites, request items from other campuses or libraries, and cite sources. The key points are to log in before searching, use subject fields to refine searches, and that library databases provide reliable academic sources.
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App review rubric
This document provides a rubric for evaluating iPad apps for use in classroom settings. The rubric assesses apps across 6 components: relevance of content, feedback provided, user engagement, customization options, usability, and reviews of the app source/vendor. Each component is scored from 1 to 3, with 3 being most desirable. The rubric is intended as a guide to determine how well apps support academic instruction, engage users, allow customization, can be easily navigated, and are from well-reviewed developers.
Prezi 2014
This document provides instructions for using the online presentation tool Prezi. It outlines how to create an account, build a presentation using templates and frames, add text, images, videos and other media, customize colors and styles, present and share the presentation with others, and set privacy settings for the presentation. The instructions are broken into sections with step-by-step details on how to use each feature in Prezi.
QR Codes
The document discusses various ways that QR codes can be used in the classroom, including linking from signs, trophy cases, and books to additional online resources; creating learning stations around the classroom that direct students to activities and information through QR codes; using QR codes for research projects, checking answers, tutorials, and showcasing student work and portfolios. It also provides examples of implementing QR codes for scavenger hunts, games, and describing student artwork.
SAMR
This document discusses how technology can impact tasks in different ways, including allowing for the creation of new tasks, acting as a direct substitute for existing tools with functional improvements, acting as a substitute with no functional change, and not being used at all. It provides examples of how Google Earth has redefined tasks like locating and measuring distances between places, enhanced research abilities through added layers and functions, and enabled the creation of new tasks like online guided tours.
Innovation Spaces 2013
The document discusses expanding a K-5 Innovation Spaces program in 7 elementary schools for the 2013-14 school year. The program aims to provide technology-rich classrooms where teachers seamlessly integrate technologies like SMARTboards, iPads, and netbooks into their instructional strategies. Teachers will receive professional development on using the various devices and applications to enhance student learning. More details about the program can be found online.
Helpful Tips and Resources
This document provides 10 tips for teachers to utilize instructional tools and technology in the classroom, including visiting the TechSource page for ideas and step-by-step guides, collaborating with the library media specialist, providing examples and expectations to students, taking technology classes, reviewing copyright guidelines, and asking for help from the Ed Tech Team when unsure.
CCSS and Libraries - Greenbush Presentation
All Aboard!: Implementing Common Core offers school librarians an opportunity to take the lead in supporting the Common Core State Standards. School librarians can help with CCSS by teaching students how to research, evaluate different types of sources, and access databases. They can also evaluate their collections and collaborate with teachers on nonfiction reading, availability of resources, and using technology and digital tools to support CCSS implementation. However, librarians will need adequate time, supervision, training, and the ability to implement new technologies in order to take a leading role in supporting CCSS.
Student Engagement
Teachers participating in the Innovation Spaces project, which provided iPads and Netbooks to students, were asked to rate student engagement on a scale of 1 to 5. For 3rd through 5th grades, all teachers rated student engagement at a high level of 4 or 5 for questions about participation, working with others, and asking for help. A few K-2 teachers gave ratings of 2 or 3 for participation and asking for help. Overall, the teachers reported that the technology increased student engagement at all grade levels.
Student response Grades 3-5 12-2012
Students in grades 3-5 provided feedback about using new technology like iPads, apps, and netbooks in their classrooms. Survey results showed that most students always or sometimes like using iPads and netbooks in class. The most popular apps were Rocket Math and Stack the States. Students reported using the devices for a variety of classroom assignments, projects, and subjects, with math being the subject most helped by the iPad.
Parent responses K-5 12-2012
Parents of students in the Innovation Spaces classrooms were surveyed about their experiences. Most parents strongly agreed or agreed that the Innovation Spaces project has positively impacted their child's education. Many students communicate excitedly with their parents about using technology like iPads, netbooks, and document cameras for lessons and activities. Parents are enthusiastic about the opportunities that technology provides their children.
Administrator Feedback K-5 12-2012
The document summarizes feedback from administrators involved in Innovation Spaces schools about the current status and opportunities to improve technology training for teachers. Administrators reported that students are actively engaged in class, work well with others, ask for help when needed, and are able to work independently using iPads. When asked how to improve teacher training, administrators suggested providing more collaboration time and expectations around technology use. They noted that summer training helped teachers start planning how to integrate technology into instruction by providing an introduction and iPads to experiment with over the summer. The most successful training topics, according to administrator feedback, included iPad overview and organization as well as the iPad Café sessions.
Student response K-2 12-2012
Students in K-2 Innovation Spaces classrooms provided feedback about their experiences using new technologies like iPads, apps, and netbooks. Several charts show the results of student surveys: most students said they liked using iPads and netbooks in class, with the iPad helping most with language arts. Over half of students did not have an iPad or laptop at home but wanted to continue using iPads in the classroom.
Student Engagement Survey
This survey asked teachers to rate student engagement when using technology tools on a scale of 1 to 5, with 1 being the least engaged and 5 being very engaged. The majority of teachers rated their students' engagement at a 3, seeing them as averaging engaged. A few teachers rated students at either end of the scale as either least or very engaged.
Student Engagement Survey
The document summarizes the results of a teacher survey about student engagement using iPads at different grade levels. It shows that most students across all grade levels actively participate in class, work well with others, ask for help when needed, and are able to work independently using the iPad. Teachers reported being able to differentiate their instruction using the iPad, although to a slightly lesser degree than the other measures of student engagement.
Online Databases
The document discusses the benefits of using online databases for research rather than general search engines or free websites. It notes that online databases are edited by experts, allow searching of specific academic journals without distracting ads, and provide tools for students like reading supports and educator guides. Password protection and curriculum relevance are also highlighted as advantages of online databases that make them better sources than open search engines for school research.
Innovation Spaces Presentation
During the 2011-12 school year, Education Services developed an innovation technology project that would create technology rich classrooms where teachers would demonstrate seamless technology integration into classroom instruction. The project was designed to provide students with instructional activities to increase engagement, application and personalize their learning.
Edmodo Netiquette
This document provides tips for proper etiquette when communicating on Edmodo. Key points include using proper spelling and avoiding all capital letters or excessive punctuation. Students should post questions to the whole group if it relates to assignments, but direct messages to the teacher for personal issues. Discussions should stay on topic without teasing, bullying or inappropriate content, and teachers should be notified if anything violates the guidelines.
Bookshare
This document provides instructions for downloading text from Bookshare and converting it to Microsoft Word format for use with Premier software:
1. Create a folder called "Bookshare" on your desktop and search for books on the Bookshare website.
2. Download books in DAISY or BRF format and save them to the Bookshare folder.
3. Open the downloaded file, select all text, copy and paste into a new Microsoft Word document to create a copy for the student in Word format.
Captioning video projector
The document provides instructions for turning on closed captioning when using a projector. It instructs the user to select a channel that supports closed captioning, hold the auto setup button on the projector remote for 10 seconds to display "CC1" in the upper right corner, indicating closed captioning is on, and to cycle through additional CC options by repeating this step to turn captioning off.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Databases
- 2. Organized/Sorts content for you Provides guides to get you the type of content needed.
- 3. Organized/Sorts content for you
- 5. Credible
- 9. One for everything and for everyone
- 12. Selects the best
- 13. Deep content