Supporting school leaders from CEWA GAFE schools in implementing storage, sharing and organisation elements into their work. A strong focus on digital workflow examples.
A slideshow for CEWA schools embarking on the Google Apps for Education platform, using Chrome and the Chrome Web Store, chromebooks and Google Classroom.
Coding, Robotics and other Emerging TechnologiesDr Peter Carey
This document provides an introduction to emerging technologies and digital tools for education, including coding, robotics, and virtual reality resources. It outlines apps and programs for teaching coding at different grade levels, such as Kodable, Lightbot Jr, and Scratch Jr for younger students, and Scratch and Code.org for older students. It also lists robotic tools like Bee-Bots, Edison Robots, Sphero balls, and Lego Mindstorms kits. Contact details are provided for professional learning opportunities in these areas through organizations like Scitech and Standout Education.
This document introduces several tools for online collaboration: Padlet for sharing and discussion; Popplet for brainstorming; Yammer for business social networking; and Twitter for posting comments with the hashtag #StudioCurious. It also covers OneNote for collaborative note-taking, instructing users to create and share a OneNote notebook with a group member and set up folders to start collaborating.
This document discusses technology tools that can be used to create a paperless classroom. It introduces tools for teaching, promoting creativity and collaboration, and designing student-centered learning opportunities, including the iPad apps Evernote, Dropbox, Google Drive, Voicethread, and Blackboard. It explains how these tools can save paper, money, and time while creating a more efficient and organized learning environment. It also covers considerations for creating a paperless classroom like equipment needs and managing time and expenses.
These tools were suggested by secondary teachers to create online content and virtual learning environments. Glogster allows creating online posters with multimedia. Middlespot is a bookmarking tool to organize and share websites. Google Earth provides satellite imagery to visualize locations. Moodle is a free virtual learning platform to create online courses with lessons, assignments and assessments.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document provides a summary of 10 Google tools that can be used for teaching, including Google Chrome browser, Google Drive for creating and collaborating on documents, Google Presentations for creating and collaborating on presentations, Google Docs for creating and collaborating on documents, Google Calendar for creating events and alerts, Google Forms for creating forms and viewing analytics, Google Lesson Plans with pre-made lesson plans, and additional tools like Google+, Hangouts, and multiplayer games. The document encourages using these free Google tools to make technology integration in classes easier.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
A slideshow for CEWA schools embarking on the Google Apps for Education platform, using Chrome and the Chrome Web Store, chromebooks and Google Classroom.
Coding, Robotics and other Emerging TechnologiesDr Peter Carey
This document provides an introduction to emerging technologies and digital tools for education, including coding, robotics, and virtual reality resources. It outlines apps and programs for teaching coding at different grade levels, such as Kodable, Lightbot Jr, and Scratch Jr for younger students, and Scratch and Code.org for older students. It also lists robotic tools like Bee-Bots, Edison Robots, Sphero balls, and Lego Mindstorms kits. Contact details are provided for professional learning opportunities in these areas through organizations like Scitech and Standout Education.
This document introduces several tools for online collaboration: Padlet for sharing and discussion; Popplet for brainstorming; Yammer for business social networking; and Twitter for posting comments with the hashtag #StudioCurious. It also covers OneNote for collaborative note-taking, instructing users to create and share a OneNote notebook with a group member and set up folders to start collaborating.
This document discusses technology tools that can be used to create a paperless classroom. It introduces tools for teaching, promoting creativity and collaboration, and designing student-centered learning opportunities, including the iPad apps Evernote, Dropbox, Google Drive, Voicethread, and Blackboard. It explains how these tools can save paper, money, and time while creating a more efficient and organized learning environment. It also covers considerations for creating a paperless classroom like equipment needs and managing time and expenses.
These tools were suggested by secondary teachers to create online content and virtual learning environments. Glogster allows creating online posters with multimedia. Middlespot is a bookmarking tool to organize and share websites. Google Earth provides satellite imagery to visualize locations. Moodle is a free virtual learning platform to create online courses with lessons, assignments and assessments.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document provides a summary of 10 Google tools that can be used for teaching, including Google Chrome browser, Google Drive for creating and collaborating on documents, Google Presentations for creating and collaborating on presentations, Google Docs for creating and collaborating on documents, Google Calendar for creating events and alerts, Google Forms for creating forms and viewing analytics, Google Lesson Plans with pre-made lesson plans, and additional tools like Google+, Hangouts, and multiplayer games. The document encourages using these free Google tools to make technology integration in classes easier.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
This document provides a summary of various presentation tools including PowerPoint, Google Docs, Zoho, VoiceThread, and OpenOffice. It also lists additional presentation tools such as Photo Story, Preezo, BrinkPad, Scooch, PrezentIt, Empressr, ProfCast, SlideRocket, Zentation, Toufee, TelePark Wiki, TalkingLetters, Delicious Presenter, Amazon Slideshow Widget, StoryMaker, FlowGram, ShowBeyond, and links to pages about using and sharing presentations.
Assessment Fair 2013: Using Tablets to Conduct Assessmentbthat
This document discusses using tablets to conduct assessments. It describes several apps that can be used for assessments including the Blackboard Mobile Learn app for accessing course content and tools, Blackboard Video Everywhere for recording and embedding videos, YouTube apps for organizing and viewing videos, and MediaCore for a private video site managed by teachers. It also discusses using Google apps, Evernote for note taking, iAnnotate for annotating files, and Dropbox for file sharing. The document was presented by Brandy Thatcher at the Illinois Central College 1st Regional Invitational Assessment Fair on May 8, 2013.
G Suite for Education is a free suite of productivity apps including Google Docs, Slides, Sheets, Forms, Sites, Calendar and Talk that is offered to schools. It allows for real-time collaborative work. Teachers can create classes, distribute and provide feedback on assignments through Google Classroom. Documents and sites can be shared privately within the school or publicly. The suite encourages teamwork, offers flexibility through choice of devices, and is affordable to manage at scale.
Google Apps for Education provides free email, calendar, document sharing and other collaboration tools for educational institutions. It allows students, teachers and staff to easily share information and work together from anywhere. Some key benefits are saving time and money by avoiding lost or incompatible files, as well as providing tools for learning anywhere there is internet access. Teachers can use Apps to communicate, organize classes and collect assignments digitally.
The document provides 12 ways to teach using Google+, including creating circles to organize contacts, using hashtags to tag posts, creating a community or page, starting discussions, keeping discussions active, hosting Hangouts on Air, collaborating on documents, screen sharing, using Google effects, discussing videos, sharing a photo album, and using the Google+ mobile app. It also provides additional resources on private video recording, custom URLs, Google Hangouts, and implementing an Acceptable Use Policy.
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 provides an overview of how mobile devices can be used for effective research. It discusses how digital tools on mobile devices allow users to curate, aggregate, highlight, bookmark, and annotate information. Specific mobile apps that are recommended for research include Google Drive, Evernote, Diigo, LiveBinders, PearlTrees, Flipboard, Scoop.It, and Zite. The document also discusses using augmented reality apps like Wikitude and History Pin for location-based research and QR codes to explore difficult concepts.
This document provides best practices for using Google Apps for Education (GAFE). It recommends using separate browsers for personal and school Google accounts. It also recommends organizing files with naming conventions and folders, sharing items as view-only by default, not notifying students via email when sharing, creating contact lists for easy sharing, and understanding the difference between private and public GAFE accounts. The document is intended to help educators and students effectively use and collaborate on GAFE.
This document discusses potential instructional uses of YouTube in the classroom. It begins by providing information on creating videos using tools like Animoto, VoiceThread, and various screen recording and video editing software. It then discusses consuming videos for purposes like flipping the classroom, review, language learning, and independent study. Finally, it addresses curating videos by creating playlists, collecting student-created videos, and finding educational channels. The document provides examples of school YouTube channels and suggests using videos for writing prompts, field trips, and student reflection.
This document discusses how educators can use screencasting tools like Jing and Screencast-o-Matic to enrich teaching and learning. It provides examples of how teachers and students can create screencasts for purposes like creating mini-lessons, demonstrating how-to tasks, and collaborating on projects. The document also reviews research that supports the educational benefits of screencasting and how it can develop students' digital, new, and multiple literacies as outlined in standards. Attendees are guided through creating sample screencasts using Jing and Screencast-o-Matic during the workshop.
Screencasting is an easy (and FREE) way of making recordings in your classroom. Whether your students create them as they do project-based learning or you create them as you flip your classroom, you’ll love these relevant ideas and free tools to take screencasting to your classroom.
Attendees should be able to answer these questions after attending this session:
1. What is screencasting?
2. What tools can my students use to create screencasts and what is the process?
3. What are some example ideas for student creations and teacher creations?
Effectively managing online projects requires establishing clear roles, responsibilities, and communication. Potential issues include lack of flexibility, cultural misunderstandings, and failure to communicate deadlines or manage conflicts. It is important to be aware of different time zones, keep people updated, and compromise when needed. Collaborative tools like Voicethread, Popplet, Linoit, and Padlet can help online teams work together effectively.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
This document provides information on screencasts including what they are, potential uses, examples, and the screencast creation process. A screencast is a digital recording of on-screen computer activity often with audio narration. They can be used to introduce modules, review concepts, and demonstrate software. Examples provided include Khan Academy and websites demonstrating high-quality screencasts. Creating effective screencasts involves planning, capturing, editing, and publishing the video. Free software like Snip and Screencast-o-matic can be used to create and share screencasts.
Screencasting is a free, easy way of making recordings in your classroom. Whether your students create screencasts for project-based learning or you create them for flipping your classroom, you'll love these relevant ideas and free tools for enhancing your classroom.
The document introduces several Web 2.0 tools that can be used to support reading and writing for grade 2 students, while developing their technology literacy skills. It provides the URLs and brief descriptions of Padlet (a digital corkboard), Big Huge Labs (which has creation tools like motivators and trading cards), Comic Creator and CartoonMaker (both for creating comics and cartoons), My StoryMaker (for digital storytelling), 30 Second StoryMaker (for creating short stories in under a minute), and Voki and Vocaroo (which allow creating talking avatars or recordings to "read" stories). The document encourages trying out the tools and provides ideas and examples for integrating them into the classroom curriculum.
Google Apps is a collection of web-based programs and file storage that can be accessed through a web browser without installing software. It includes communication tools like Gmail and Google Calendar, productivity tools like Google Docs for documents, spreadsheets and presentations, and Google Sites for web pages. Google Apps will be available to all NSW Department of Education teachers and students through the DEC portal and provides 5GB of storage. Key applications include Google Drive for file storage, Google Docs for documents that allow collaboration, and Google Forms to create surveys with automatically collated responses.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for questions about using Google Apps in education.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for any other questions.
The document provides an overview of Google Apps, including Docs, Presentations, Spreadsheets, Sites, and Gmail. It discusses how these tools can be used for collaborative projects between teachers and students. Specific examples are given of how Docs, Presentations and Spreadsheets can be used for activities like group assignments, websites, and surveys. Resources for training and additional ideas are also listed.
This document provides a summary of various presentation tools including PowerPoint, Google Docs, Zoho, VoiceThread, and OpenOffice. It also lists additional presentation tools such as Photo Story, Preezo, BrinkPad, Scooch, PrezentIt, Empressr, ProfCast, SlideRocket, Zentation, Toufee, TelePark Wiki, TalkingLetters, Delicious Presenter, Amazon Slideshow Widget, StoryMaker, FlowGram, ShowBeyond, and links to pages about using and sharing presentations.
Assessment Fair 2013: Using Tablets to Conduct Assessmentbthat
This document discusses using tablets to conduct assessments. It describes several apps that can be used for assessments including the Blackboard Mobile Learn app for accessing course content and tools, Blackboard Video Everywhere for recording and embedding videos, YouTube apps for organizing and viewing videos, and MediaCore for a private video site managed by teachers. It also discusses using Google apps, Evernote for note taking, iAnnotate for annotating files, and Dropbox for file sharing. The document was presented by Brandy Thatcher at the Illinois Central College 1st Regional Invitational Assessment Fair on May 8, 2013.
G Suite for Education is a free suite of productivity apps including Google Docs, Slides, Sheets, Forms, Sites, Calendar and Talk that is offered to schools. It allows for real-time collaborative work. Teachers can create classes, distribute and provide feedback on assignments through Google Classroom. Documents and sites can be shared privately within the school or publicly. The suite encourages teamwork, offers flexibility through choice of devices, and is affordable to manage at scale.
Google Apps for Education provides free email, calendar, document sharing and other collaboration tools for educational institutions. It allows students, teachers and staff to easily share information and work together from anywhere. Some key benefits are saving time and money by avoiding lost or incompatible files, as well as providing tools for learning anywhere there is internet access. Teachers can use Apps to communicate, organize classes and collect assignments digitally.
The document provides 12 ways to teach using Google+, including creating circles to organize contacts, using hashtags to tag posts, creating a community or page, starting discussions, keeping discussions active, hosting Hangouts on Air, collaborating on documents, screen sharing, using Google effects, discussing videos, sharing a photo album, and using the Google+ mobile app. It also provides additional resources on private video recording, custom URLs, Google Hangouts, and implementing an Acceptable Use Policy.
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 provides an overview of how mobile devices can be used for effective research. It discusses how digital tools on mobile devices allow users to curate, aggregate, highlight, bookmark, and annotate information. Specific mobile apps that are recommended for research include Google Drive, Evernote, Diigo, LiveBinders, PearlTrees, Flipboard, Scoop.It, and Zite. The document also discusses using augmented reality apps like Wikitude and History Pin for location-based research and QR codes to explore difficult concepts.
This document provides best practices for using Google Apps for Education (GAFE). It recommends using separate browsers for personal and school Google accounts. It also recommends organizing files with naming conventions and folders, sharing items as view-only by default, not notifying students via email when sharing, creating contact lists for easy sharing, and understanding the difference between private and public GAFE accounts. The document is intended to help educators and students effectively use and collaborate on GAFE.
This document discusses potential instructional uses of YouTube in the classroom. It begins by providing information on creating videos using tools like Animoto, VoiceThread, and various screen recording and video editing software. It then discusses consuming videos for purposes like flipping the classroom, review, language learning, and independent study. Finally, it addresses curating videos by creating playlists, collecting student-created videos, and finding educational channels. The document provides examples of school YouTube channels and suggests using videos for writing prompts, field trips, and student reflection.
This document discusses how educators can use screencasting tools like Jing and Screencast-o-Matic to enrich teaching and learning. It provides examples of how teachers and students can create screencasts for purposes like creating mini-lessons, demonstrating how-to tasks, and collaborating on projects. The document also reviews research that supports the educational benefits of screencasting and how it can develop students' digital, new, and multiple literacies as outlined in standards. Attendees are guided through creating sample screencasts using Jing and Screencast-o-Matic during the workshop.
Screencasting is an easy (and FREE) way of making recordings in your classroom. Whether your students create them as they do project-based learning or you create them as you flip your classroom, you’ll love these relevant ideas and free tools to take screencasting to your classroom.
Attendees should be able to answer these questions after attending this session:
1. What is screencasting?
2. What tools can my students use to create screencasts and what is the process?
3. What are some example ideas for student creations and teacher creations?
Effectively managing online projects requires establishing clear roles, responsibilities, and communication. Potential issues include lack of flexibility, cultural misunderstandings, and failure to communicate deadlines or manage conflicts. It is important to be aware of different time zones, keep people updated, and compromise when needed. Collaborative tools like Voicethread, Popplet, Linoit, and Padlet can help online teams work together effectively.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
This document provides information on screencasts including what they are, potential uses, examples, and the screencast creation process. A screencast is a digital recording of on-screen computer activity often with audio narration. They can be used to introduce modules, review concepts, and demonstrate software. Examples provided include Khan Academy and websites demonstrating high-quality screencasts. Creating effective screencasts involves planning, capturing, editing, and publishing the video. Free software like Snip and Screencast-o-matic can be used to create and share screencasts.
Screencasting is a free, easy way of making recordings in your classroom. Whether your students create screencasts for project-based learning or you create them for flipping your classroom, you'll love these relevant ideas and free tools for enhancing your classroom.
The document introduces several Web 2.0 tools that can be used to support reading and writing for grade 2 students, while developing their technology literacy skills. It provides the URLs and brief descriptions of Padlet (a digital corkboard), Big Huge Labs (which has creation tools like motivators and trading cards), Comic Creator and CartoonMaker (both for creating comics and cartoons), My StoryMaker (for digital storytelling), 30 Second StoryMaker (for creating short stories in under a minute), and Voki and Vocaroo (which allow creating talking avatars or recordings to "read" stories). The document encourages trying out the tools and provides ideas and examples for integrating them into the classroom curriculum.
Google Apps is a collection of web-based programs and file storage that can be accessed through a web browser without installing software. It includes communication tools like Gmail and Google Calendar, productivity tools like Google Docs for documents, spreadsheets and presentations, and Google Sites for web pages. Google Apps will be available to all NSW Department of Education teachers and students through the DEC portal and provides 5GB of storage. Key applications include Google Drive for file storage, Google Docs for documents that allow collaboration, and Google Forms to create surveys with automatically collated responses.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for questions about using Google Apps in education.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for any other questions.
The document provides an overview of Google Apps, including Docs, Presentations, Spreadsheets, Sites, and Gmail. It discusses how these tools can be used for collaborative projects between teachers and students. Specific examples are given of how Docs, Presentations and Spreadsheets can be used for activities like group assignments, websites, and surveys. Resources for training and additional ideas are also listed.
The document discusses potential collaboration tools for a student group project. It analyzes the pros and cons of Facebook, Skype, Google Drive, GroupMe and WordPress. Requirements for the tools include being free, accessible across platforms and simple to use. Privacy, technical issues and internet requirements are potential concerns. After reviewing the options, the group selects Facebook for communication and document sharing, GroupMe for quick messaging, and Google Drive to collaboratively edit files simultaneously in the cloud.
This document summarizes 5 basic tools for teachers: (1) course management systems like Moodle to create online courses, assign homework, and provide assessments; (2) collaborative learning platforms like Wikispaces and Edmodo for group projects; (3) cloud storage apps like Dropbox, Google Drive, and OneDrive for paperless sharing of materials; (4) video tools like iMovie and Voicethread for creating and sharing lesson videos; and (5) teacher productivity apps like flashcard makers and scanning apps for activities, grading, and organization. The presentation provides examples of free and popular tools within each category to help teachers create effective digital course materials and environments.
Cloud storage allows users to save files on remote servers rather than local hard drives, making files accessible from any internet-connected device. This contrasts with local storage on a specific device. Popular cloud services like Google Drive, OneDrive, and Dropbox offer free basic storage with paid upgrades, and allow file sharing and online editing. While third-party storage raises some data protection questions, cloud storage provides convenience and collaboration benefits that make it widely used at the school by departments and teachers.
This document discusses how Google Apps tools can be used in education. It provides an overview of Google Apps for Education, which allows schools to manage student and staff accounts under the school's domain. Key Google Apps tools for educational use include Gmail for communication, Google Docs for collaboration, and Google Forms/Sheets for data collection and analysis. Examples are given of how various Google Apps can be embedded in classroom lessons and used for professional development, projects, and administrative tasks. The document advocates for adopting Google Apps to improve access, collaboration, and technology skills among students and staff.
Introduction to Google Drive & Safe AssignGreg Quinlivan
This document provides an introduction to Google Drive and Google Docs. It outlines the workshop content which includes benefits of Google Drive, basic features of Google Docs, getting an account, collaborating and sharing documents, and uploading assignments to SafeAssign. The main features of Google Drive are explained, such as storing files online, converting files to Google format for editing, collaborating in real-time, downloading as Word or PDF, and syncing across devices. Instructions are provided for uploading files to Drive and submitting assignments to SafeAssign for plagiarism checking. Other Google applications that can be accessed with a Google account are also mentioned.
Google Apps for Education by Global Talent TrackViraj Damani
Global Talent Track (GTT) is a path breaking global educational initiative and corporate training solutions company, set up by some of the best minds from the industry, academia and technology domains.
GTT is working with over 900 colleges across 15 states in India with an aim to create empowerment through employability. We are an authorized partner of Google for consulting and implementation of Google Apps for education in India and have proven expertise in realizing successful roll-out for over 800 plus colleges across India.
To learn how you can get the most out of the free Google Apps for Education suite and transform the way your people work together, get in touch with the experts at GTT, India's premier Google Apps provider.
This document discusses how Google Drive can be used for effective teaching and learning. It provides advantages like large file sharing, access from anywhere, and collaborative work. Google Drive allows teachers to create and manage course content that can be securely shared. It also enables students to collaborate in real-time on group projects. The document also describes how Google Drive can help with student research and storing educational resources so they are accessible from anywhere. It concludes that Google Drive provides online backup, storage, and synchronization services to support educational needs.
Presentation google docs (northcountrytechsymp)jeffyette
This presentation provides an overview of Google Docs and other cloud solutions for document collaboration and storage. The key points covered include:
- Google Docs allows for syncing of documents across devices, collaboration in real-time with multiple users, and embedding documents on websites.
- Other cloud solutions mentioned that provide similar functionality are Dropbox and Box, both allowing for file storage, backup, and sharing.
- The presentation outlines the top benefits of Google Docs and other cloud applications for businesses and individuals, such as access from any device, version history, and free usage.
- Questions from attendees are addressed regarding any downsides of cloud storage and Microsoft's competing cloud-based office solutions.
Workspace Tools And Services GDSC Fayoum .pptxSherifKhairy8
Google Workspace provides a suite of cloud-based productivity and collaboration tools for businesses. It includes G Suite applications like Gmail, Drive, Docs, Sheets, and Sites. Key features include accessibility from any device with a web browser, real-time collaboration, automatic saving and version history. Data is securely stored on Google's servers. Other tools include Google Meet for video conferencing, Calendar for scheduling, and Forms for creating surveys. Technical and admin support is provided through various certificates and security measures to ensure high availability, localization, and extensibility.
The document discusses various online collaboration and file sharing tools including Google Apps, Dropbox, and Office 365. It also covers learning management systems such as Edmodo, Google for Education, Schoology, and Canvas. Finally, it lists several screencasting and audio/video editing tools such as Jing, Snagit, Camtasia, TubeChop, DVDvideosoft, Magisto, and Audacity.
This document provides an overview and instructions for using Chromebooks, the Chrome browser, and Google Drive. It covers the following key points in 3 sentences:
Teachers will learn how to use Chromebook features and personalize the device, use the Chrome browser, access Google Drive and apps, share documents and collaborate. The document details how to set up a Chromebook by connecting to WiFi, adding users, and logging in, and explains features of the Chrome browser like searching, bookmarks, and settings. It also shows how to access and use apps in Google Drive for creating, sharing, and collaborating on documents, presentations, and more from any device.
Delivering training via phones, i pads and tabletsLeo Gaggl
Delivering training via phones, iPads and Tablets with guest presenter Leo Gaggl, Managing Director of Brightcookie. Leo gave an extensive overview of mobile technologies and how they ‘work’ with education. He covered what trainers and students are actually using mobile learning for...how organisations are handling BYOD...responsive learning content design...DIY tools...and heaps more!
The session was recorded, so if you would like to catch up with it, review it again, or pass it on to colleagues, here is the link: https://sas.elluminate.com/p.jnlp?psid=2013-11-04.1524.M.1F7C0DF5F99766534BC585EB3EB473.vcr&sid=voffice
This document discusses using Web 2.0 tools to create personal learning environments and e-portfolios. It defines personal learning environments as being social, lifelong, self-directed, motivating, and online. It describes different types of e-portfolio implementations including working, collection, archive, and presentation portfolios. It also discusses using Web 2.0 tools like blogs, wikis, and Google sites to support reflection, collaboration, and presentation in e-portfolios.
Live Collaboration Tools and Online Meeting SpacesStaci Trekles
This document provides an overview of various online collaboration and cloud storage tools for educational purposes. It discusses the features of Adobe Connect for online meetings including webinars and virtual classrooms. Google Hangouts is presented as a free alternative for video meetings and collaboration. Join.me is recommended for quickly sharing screens. Dropbox and Google Drive are described as options for cloud-based file storage and sharing. Wikis, blogs, and other tools are also listed for collaborative projects. Contact information is provided for technical support.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Where are you currently on your
‘integrating technology’ journey?
3. Day’s Agenda
Morning Session: Google Drive - cloud storage
Google Docs - communication
Morning Tea
Middle Session: Google Forms - gathering data
Google Calendar - scheduling
Lunch
Afternoon Session: Chromebooks & iPads
ICT events, networking
4. The Australian Curriculum
General Capabilities
Information & Communication
Technology
(ICT) Capability
The 5 organising elements
Learning Continuum (PP-Yr 10)
Where does
GAFE fit?
5. When you say “Apps…”
Chrome Web Store
_Apps_
Extensions
Themes
GAFE: Core ToolsiPad Apps
6. The Core tools: Google Apps for Education
*
* = iPad app or equivalent
7. ‘’
Key features of GAFE:
● free
● automatic instant saving
● revision history - all changes are logged
and time-stamped
● accessible across all devices
● unlimited storage
● collaborative, real-time sharing on the
same document
● sharing settings; give permission for
users to edit, comment or view
● create content, make templates, publish
to the web, download, print, export as
● a suite of core tools (Docs, Slides,
Sheets, Drawings, Forms, etc)
● Chrome Web Store (where you can
install extra Apps, Extensions, Themes)
16. Device particulars: GAFE
Computer &
Chromebook iPad
- Full versions of Google Apps
available through Chrome
browser
- Accessible via the web / or
- Able to be downloaded
separately to desktop (Drive
can be installed to hard drive)
- Chrome Web Store access
(apps, extensions, themes)
- Abbreviated versions of
Google Apps available on web
- No Chrome Web Store access
- Google Apps available
through browser or through
dedicated iPad app
(accompaniment function)
- Easily links Drive etc to
Camera Roll resources
17. Google Forms
Survey or quiz tool
Spreadsheet or chart response summaries
Multiple themes and appearances
Multiple question styles
http://forms.google.com
23. The Chrome Web Store
Google Apps, Third Party Apps, Chrome Extensions, Themes
24. Meeting the ICT Capability with GAFE
▣ How can we support educators to use digital
tools available on the Chrome Web Store?
Click me
25. Chrome Apps & Extensions
App
A third party web based tool
available through your
browser, but not only
through Chrome. e.g.
Edmodo, ClassDojo etc.
Extension
An enhancement to the
Chrome browser. A small
icon appears at the top of
your screen near your
address bar.
Read & Write
for Google
Prezi
26. iLearn CoursesIntranet > Initiatives > On-demand Drofessional Learning > Select
Flexible PD for schools
For individuals or whole staff
Pedagogically focused
Embedded challenge/task
27. What will work on
both devices?
Anything web based will work
on both devices
(except the Chrome Web
Store).
Some web elements such as
flash animation will not
operate on an iPad.
Many programs are
abbreviated versions
for use on an iPad.
e.g. Edmodo, Google Docs etc.
28. 1. iPads are the easiest
tool to capture photo
and video content as
they are light, portable
and intuitive.
2. Chromebooks and
GAFE allow users to
type on full-size
keyboards and are
designed to allow
real-time collaboration
between users with
fully functional tools.
Why would I use
both devices?
Generate
Edit
Upload
Collaborate
Create
Share
Publish
Interact
29. 1. Student draws a labelled diagram of the parts of a plant on
an app.
2. Saves the image into the camera roll.
3. Uses image in another app (iMovie or Tellagami).
4. Student records narration over their image describing their
learning.
5. Saves the image + recording to the camera roll as a video.
6. Student/Teacher uploads the video to: class YouTube
account, shared Google Drive or Google Classroom or Class
blog.
7. Student comments on video to collaborate with others on
combined plants project, contributing to a shared folder.
8. Other student annotates the video with text (for research, as
a report, creates an advertisement etc).
9. Students peer review each other’s blog postings.
10. Teacher provides online feedback via blog.
11. Student’s review and improve content as required.
What would a digital workflow look like?
iPad
ChB
30. I want more ideas
Click to access a curated collection
of GAFE resources, instructions,
tools and guided cheat sheets.
31. Thank you
Evaluation link - click here
Jemima Saunders
Digital Learning Consultant
saunders.jemima@ceo.wa.edu.au