This document summarizes a learning series for parents on empowering children with technology. It includes:
- An overview of upcoming sessions on setting limits, digital lifestyles, cyberbullying and student projects.
- Questions and concerns from parents about screen time, apps, preparing teachers and managing technology at home.
- Tips provided by presenters on digital citizenship, active learning, content monitoring, communication and parental involvement.
- Examples of tools and strategies used by schools to train teachers and students on responsible iPad use.
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techninja
Vitta conference nov 2010 slideshare versionLouise Duncan
The document discusses how personalizing learning through the use of information and communication technologies (ICT). It provides examples of how ICT can be used to individualize instruction, accommodate different learning styles, and extend learning beyond the classroom. Technologies mentioned include laptop and mobile devices, online learning platforms, and digital tools for creating media and collaborating. The role of ICT is seen as enabling more student-centered, self-directed, lifelong, and collaborative approaches to learning.
The document discusses technology use in early childhood education. It notes that technology is now a normal part of children's lives and world, but that its use needs to be developmentally appropriate and carefully monitored by adults. Both benefits and cautions of technology use are outlined, emphasizing that it should be used intentionally to support hands-on learning rather than as a passive activity. Specific tools that can be useful for early education, like digital microscopes and storytelling apps, are presented along with examples.
This document provides suggestions for using the Vine app to support teaching and student work. Some key ideas include having students create 6-second video clips on various topics to share what they learn or teach, using hashtags to collect related work, and making animated gifs from Vine videos to share on blogs. Guidelines are provided around setting up class Vine accounts, including student work while protecting privacy, and ideas for different types of short videos students could create like reflections, definitions, PSAs, or field trip observations.
This document provides an agenda for getting started with using iPads in the classroom. It discusses policies, connecting devices to wireless networks and projectors, basic functions, and saving student work. It also outlines resources available through the local Board of Cooperative Educational Services including eBooks, media libraries, and online catalogs. The document provides 11 examples of educational uses for iPads, such as projecting content, using map applications, brainstorming ideas, and creating journals or conducting science experiments. It discusses using various apps to create projects around safety rules for a technology class or presentations on proper machine use. In conclusion, it recommends several teachers and resources for using technology in the classroom.
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.
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techninja
Vitta conference nov 2010 slideshare versionLouise Duncan
The document discusses how personalizing learning through the use of information and communication technologies (ICT). It provides examples of how ICT can be used to individualize instruction, accommodate different learning styles, and extend learning beyond the classroom. Technologies mentioned include laptop and mobile devices, online learning platforms, and digital tools for creating media and collaborating. The role of ICT is seen as enabling more student-centered, self-directed, lifelong, and collaborative approaches to learning.
The document discusses technology use in early childhood education. It notes that technology is now a normal part of children's lives and world, but that its use needs to be developmentally appropriate and carefully monitored by adults. Both benefits and cautions of technology use are outlined, emphasizing that it should be used intentionally to support hands-on learning rather than as a passive activity. Specific tools that can be useful for early education, like digital microscopes and storytelling apps, are presented along with examples.
This document provides suggestions for using the Vine app to support teaching and student work. Some key ideas include having students create 6-second video clips on various topics to share what they learn or teach, using hashtags to collect related work, and making animated gifs from Vine videos to share on blogs. Guidelines are provided around setting up class Vine accounts, including student work while protecting privacy, and ideas for different types of short videos students could create like reflections, definitions, PSAs, or field trip observations.
This document provides an agenda for getting started with using iPads in the classroom. It discusses policies, connecting devices to wireless networks and projectors, basic functions, and saving student work. It also outlines resources available through the local Board of Cooperative Educational Services including eBooks, media libraries, and online catalogs. The document provides 11 examples of educational uses for iPads, such as projecting content, using map applications, brainstorming ideas, and creating journals or conducting science experiments. It discusses using various apps to create projects around safety rules for a technology class or presentations on proper machine use. In conclusion, it recommends several teachers and resources for using technology in the classroom.
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.
The document lists over 20 apps that can inspire creativity for students, such as apps for drawing, game creation, storytelling, video editing, and more. These apps allow students to create texts, drawings, audio recordings, videos, games and more while applying concepts and presenting their work. The document also provides links to each listed app and suggestions for how teachers can use the apps for activities, assessments, and inspiring student creativity.
The Video Learning and Teaching Revolution 30 minRita Zeinstejer
See how to create, edit, save and share your videos and screencasts, where to find educationally based material, how to record and sync video and images, narrate and add voice and written notes to existing material. And some detailed instructions and precious tips on how to make your own videos with free webtools.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
Parent presentation powerup_4x3 with voiceSofia Darcy
The document provides an overview of the HISD PowerUp initiative to provide laptops to students. It discusses the goals of preparing students for 21st century skills and changing the way teachers teach and students learn. It covers device features, software, care instructions, internet safety guidelines, social media guidelines, and prohibited uses of technology. The goals are to provide students access to information to develop critical thinking, communication, collaboration and creativity while keeping them safe online.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/parents
This document provides an A-Z list of technologies and trends that teachers should know about in 2014. It includes short descriptions and links for tools like avatar makers, augmented reality apps, bookmarking and curation tools, cloud computing, ebooks, gamification, interactive fiction, mobile devices, maker spaces, memes, mystery video chats, Minecraft, pen applications, presentation tools, QR codes, remixing, screencasting, speech and voice recognition, Twitter chats, url shorteners, video creation, and zombie-themed educational games. The introduction quotes Bill Gates saying that while technology is just a tool, the teacher is the most important factor in motivating and engaging students.
Let's use the iPad to create not be another electronic worksheet. Simple apps to create content that reflect student's understanding of the curriculum.
This document provides an overview of various presentation tools that can be used to create engaging presentations. It lists tools such as PechaKucha, Ignite and PRESTO which allow creating slideshow presentations with time limits for each slide. It also discusses tools for uploading presentations like Present.me, Empressr and Brainshark. Other options mentioned are Slideshare for sharing presentations, Google Docs/Drive for collaborative work, Photopeach and ThingLink for adding interactivity to images, and Prezi for creating interactive presentations. LiveBinders and several apps for creating and viewing presentations on mobile devices are also listed. The document aims to showcase different options available for creating and sharing multimedia presentations.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
This document discusses 10 activities to get students moving with an iPad. It provides examples of activities that promote creativity, such as taking photos or recording videos of animals. Other activities include students creating videos encouraging peers to visit favorite places and playing guessing games by sharing audio, video or photo clues on iPads. The document also discusses using iPads for multimedia journals, real-world word problems, scavenger hunts, and grammar activities. QR codes and augmented reality apps are also presented as ways to engage students in active learning with iPads.
Digital Learners in Early Childhood ClassroomJodie Riek
This document discusses using technology tools in early childhood classrooms. It recommends starting with programs students already have access to like Microsoft Office and Audacity. It provides examples of using tools like Word, PowerPoint, YouTube and digital cameras for documentation, assessment and capturing creativity. The document encourages teachers to involve students and have them be in control of technology. It also discusses tools like Bee-Bots, blogging, wikis and interactive whiteboards and their uses in early learning. Overall, the document promotes choosing developmentally appropriate technologies to engage young learners.
Smartphone and tablet shipments exceeded PC shipments in Q4 2010, and tablet and smartphone installed bases are projected to exceed PCs by 2013. The document discusses using tablets like the iPad as multi-functional tools for consuming, creating, and collaborating on course materials and content. It provides examples of apps and digital formats that can be used to access, assemble, create and distribute course content on tablets. It also discusses pedagogical considerations, workshops and support available for faculty interested in using tablets in teaching.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
This document discusses using storytelling tools to teach students. It provides examples of online tools and apps that allow students to create digital stories by choosing characters, backgrounds, and writing text to accompany images or artwork. Some tools allow embedding the created stories, while others do not. Suggestions are made to have students brainstorm ideas for stories, use graphic organizers, storyboard, and incorporate authentic materials into their stories. Themes for potential stories are also listed. In conclusion, it recommends having students read their stories to others and signing an acceptable use policy for the tools.
- Students shape their own learning by collaboratively creating and curating content and resources with instructor guidance and foundation building.
- Various web tools like Padlet, Voicethread and PearlTree allow for exploration, creativity, collaboration and experimentation through activities like visual writing prompts, image caption contests and live events.
- The focus is on keeping learning active through play with digital tools and encouraging peer learning and leadership through groups and peer editing.
This document provides an overview of a training session on integrating information and communication technologies (ICT) in primary years education. The training covered a variety of topics including using iPads, touchscreen technologies, Bee-Bots, Google Earth, digital storytelling tools, online resources for images and video, creating podcasts using Audacity, the programming language Scratch, and various Web 2.0 tools. The goal of the training was to demonstrate how these technologies can be used to engage primary students and support learning across different subject areas.
1) The document discusses various hardware and web-based tools that can be used in a classroom setting, including computers, projectors, interactive whiteboards, and software like Animoto, Glogster, Voicethread, and Skype.
2) Examples are given of how these tools have been used for student projects involving blogging, creating videos and posters, holding virtual meetings with other classes, and collaborating on wikis.
3) Resources are also listed for educator and student tutorials on using blogs, wikis, and other web tools for teaching and learning.
An internet meme is a humorous image, video, or piece of text that is copied and spread rapidly by users online. There are two main types - humorous and educational/informative. To make a meme, you can use an online meme generator which allows uploading an image to add text to, or altering an existing popular meme template. The presentation demonstrates how to pick a meme template like "Success Kid", add top and bottom text labels using a meme generator, and create a finished meme to share online. Creating and altering memes can be fun and interactive for internet users.
This document provides an overview of social media use among youth and considerations for mentors. It discusses (1) common social media platforms and average daily usage times among youth, (2) potential risks like safety issues but also rewards like helping with psychosocial development, and (3) the mentor's role in educating mentees on digital literacy and setting clear expectations regarding social media use within the mentoring relationship.
The document discusses the nine elements of digital citizenship according to Ribble and Bailey, focusing on five elements: digital rights and responsibilities, digital literacy, digital etiquette, digital security, and digital communication. It provides scenarios for each element and discusses appropriate responses and ways to apply the concepts in an educational setting. Teachers should model good digital citizenship and educate students on topics like validating online sources, appropriate email communication, and online safety.
The document lists over 20 apps that can inspire creativity for students, such as apps for drawing, game creation, storytelling, video editing, and more. These apps allow students to create texts, drawings, audio recordings, videos, games and more while applying concepts and presenting their work. The document also provides links to each listed app and suggestions for how teachers can use the apps for activities, assessments, and inspiring student creativity.
The Video Learning and Teaching Revolution 30 minRita Zeinstejer
See how to create, edit, save and share your videos and screencasts, where to find educationally based material, how to record and sync video and images, narrate and add voice and written notes to existing material. And some detailed instructions and precious tips on how to make your own videos with free webtools.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
Parent presentation powerup_4x3 with voiceSofia Darcy
The document provides an overview of the HISD PowerUp initiative to provide laptops to students. It discusses the goals of preparing students for 21st century skills and changing the way teachers teach and students learn. It covers device features, software, care instructions, internet safety guidelines, social media guidelines, and prohibited uses of technology. The goals are to provide students access to information to develop critical thinking, communication, collaboration and creativity while keeping them safe online.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/parents
This document provides an A-Z list of technologies and trends that teachers should know about in 2014. It includes short descriptions and links for tools like avatar makers, augmented reality apps, bookmarking and curation tools, cloud computing, ebooks, gamification, interactive fiction, mobile devices, maker spaces, memes, mystery video chats, Minecraft, pen applications, presentation tools, QR codes, remixing, screencasting, speech and voice recognition, Twitter chats, url shorteners, video creation, and zombie-themed educational games. The introduction quotes Bill Gates saying that while technology is just a tool, the teacher is the most important factor in motivating and engaging students.
Let's use the iPad to create not be another electronic worksheet. Simple apps to create content that reflect student's understanding of the curriculum.
This document provides an overview of various presentation tools that can be used to create engaging presentations. It lists tools such as PechaKucha, Ignite and PRESTO which allow creating slideshow presentations with time limits for each slide. It also discusses tools for uploading presentations like Present.me, Empressr and Brainshark. Other options mentioned are Slideshare for sharing presentations, Google Docs/Drive for collaborative work, Photopeach and ThingLink for adding interactivity to images, and Prezi for creating interactive presentations. LiveBinders and several apps for creating and viewing presentations on mobile devices are also listed. The document aims to showcase different options available for creating and sharing multimedia presentations.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
This document discusses 10 activities to get students moving with an iPad. It provides examples of activities that promote creativity, such as taking photos or recording videos of animals. Other activities include students creating videos encouraging peers to visit favorite places and playing guessing games by sharing audio, video or photo clues on iPads. The document also discusses using iPads for multimedia journals, real-world word problems, scavenger hunts, and grammar activities. QR codes and augmented reality apps are also presented as ways to engage students in active learning with iPads.
Digital Learners in Early Childhood ClassroomJodie Riek
This document discusses using technology tools in early childhood classrooms. It recommends starting with programs students already have access to like Microsoft Office and Audacity. It provides examples of using tools like Word, PowerPoint, YouTube and digital cameras for documentation, assessment and capturing creativity. The document encourages teachers to involve students and have them be in control of technology. It also discusses tools like Bee-Bots, blogging, wikis and interactive whiteboards and their uses in early learning. Overall, the document promotes choosing developmentally appropriate technologies to engage young learners.
Smartphone and tablet shipments exceeded PC shipments in Q4 2010, and tablet and smartphone installed bases are projected to exceed PCs by 2013. The document discusses using tablets like the iPad as multi-functional tools for consuming, creating, and collaborating on course materials and content. It provides examples of apps and digital formats that can be used to access, assemble, create and distribute course content on tablets. It also discusses pedagogical considerations, workshops and support available for faculty interested in using tablets in teaching.
The document discusses using mobile devices to promote active learning in education. It provides examples of classroom activities that utilize features of mobile devices like cameras, audio recording, and apps. Some activities described are taking photos or videos for a show and tell, creating multimedia journals, role playing character texts, and making commercials for invented objects or apps. The document emphasizes that mobile devices can be used to foster creativity and that the classroom environment will change with their integration.
This document discusses using storytelling tools to teach students. It provides examples of online tools and apps that allow students to create digital stories by choosing characters, backgrounds, and writing text to accompany images or artwork. Some tools allow embedding the created stories, while others do not. Suggestions are made to have students brainstorm ideas for stories, use graphic organizers, storyboard, and incorporate authentic materials into their stories. Themes for potential stories are also listed. In conclusion, it recommends having students read their stories to others and signing an acceptable use policy for the tools.
- Students shape their own learning by collaboratively creating and curating content and resources with instructor guidance and foundation building.
- Various web tools like Padlet, Voicethread and PearlTree allow for exploration, creativity, collaboration and experimentation through activities like visual writing prompts, image caption contests and live events.
- The focus is on keeping learning active through play with digital tools and encouraging peer learning and leadership through groups and peer editing.
This document provides an overview of a training session on integrating information and communication technologies (ICT) in primary years education. The training covered a variety of topics including using iPads, touchscreen technologies, Bee-Bots, Google Earth, digital storytelling tools, online resources for images and video, creating podcasts using Audacity, the programming language Scratch, and various Web 2.0 tools. The goal of the training was to demonstrate how these technologies can be used to engage primary students and support learning across different subject areas.
1) The document discusses various hardware and web-based tools that can be used in a classroom setting, including computers, projectors, interactive whiteboards, and software like Animoto, Glogster, Voicethread, and Skype.
2) Examples are given of how these tools have been used for student projects involving blogging, creating videos and posters, holding virtual meetings with other classes, and collaborating on wikis.
3) Resources are also listed for educator and student tutorials on using blogs, wikis, and other web tools for teaching and learning.
An internet meme is a humorous image, video, or piece of text that is copied and spread rapidly by users online. There are two main types - humorous and educational/informative. To make a meme, you can use an online meme generator which allows uploading an image to add text to, or altering an existing popular meme template. The presentation demonstrates how to pick a meme template like "Success Kid", add top and bottom text labels using a meme generator, and create a finished meme to share online. Creating and altering memes can be fun and interactive for internet users.
This document provides an overview of social media use among youth and considerations for mentors. It discusses (1) common social media platforms and average daily usage times among youth, (2) potential risks like safety issues but also rewards like helping with psychosocial development, and (3) the mentor's role in educating mentees on digital literacy and setting clear expectations regarding social media use within the mentoring relationship.
The document discusses the nine elements of digital citizenship according to Ribble and Bailey, focusing on five elements: digital rights and responsibilities, digital literacy, digital etiquette, digital security, and digital communication. It provides scenarios for each element and discusses appropriate responses and ways to apply the concepts in an educational setting. Teachers should model good digital citizenship and educate students on topics like validating online sources, appropriate email communication, and online safety.
This document discusses challenges related to student online safety, privacy, and responsible use of web tools. It notes that students are doing more online at home than school and outlines issues like posting copyrighted content without permission, including personal information without consent, and not properly attributing sources. The document recommends having conversations with students about ethics, copyright, personal identity, data privacy, and online behavior. It also suggests skills like online searching, dealing with inappropriate content, building trust online, and critical literacy that all need to be developed.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
This document summarizes a professional development workshop about using collaborative digital spaces to redefine student and professional learning. The workshop covered topics like the SAMR model of technology integration, tools for collaborative work including wikis and Padlet, and strategies for setting goals and working collaboratively. Attendees participated in discussions, activities exploring different technology tools, and worked in groups to explore how to apply what they learned to redefine learning experiences using collaborative digital spaces. They were encouraged to share ideas and examples on the workshop wiki page.
The document summarizes Shirley Diaz's presentation on online and blended learning to the Tehama Department of Education. Some key points:
- Diaz reviewed the California eLearning Framework and its focus on content, teaching, technology, and operations.
- She discussed implementing online learning programs at Willows High School using the Accelerate Education platform for credit recovery.
- Barriers to the program included keeping unmotivated students on task and preventing cheating during exams. Technical issues with the computer lab were also a challenge.
Promoting and Modeling Digital Citizenship and ResponsibilityE Robertson
This document provides an overview of a professional development session on promoting and modeling digital citizenship and responsibility. The session introduces the ISTE technology standard on this topic, demonstrates relevant tech tools, and provides support materials and resources. It discusses digital citizenship elements like access, commerce, literacy, etiquette, rights and responsibilities, security, health and wellness, law, and communication. Examples are given of how teachers can integrate these elements into regular lessons using websites and Web 2.0 tools like StoryBird, Voki, warning sign generators, and Animoto. Attendees are encouraged to develop their own technology-infused lessons and activities.
This training developed for The Literacy Cooperative of Greater Cleveland. It will:
Whet your appetite for using technology and media in your literacy program.
Ask you to select at least one awesome tech learning object.
Provide time and a template to create a integration plan to use your chosen tech learning object right away.
The document outlines programs and services from iKeepSafe to help schools and communities address digital citizenship issues. It includes assessments to measure digital practices, curriculum and programs to teach digital skills to students, and resources like an incident response plan and privacy roadmap to help schools respond to issues and establish policies. The goal is to bring multiple stakeholders together and take a comprehensive, public health approach to promoting thriving and safe digital environments.
Promoting and modeling digital citizenship and responsibility no wfE Robertson
This document provides an overview of a professional development session on promoting and modeling digital citizenship and responsibility. The session introduces the ISTE standard on digital citizenship, demonstrates technology tools that can help address the standard like Storybird and Voki, and discusses resources on the topic like the digital citizenship elements framework. Participants are encouraged to integrate digital citizenship into their regular lessons using online resources and web 2.0 tools, and examples are provided like having students create an internet safety pledge using Corkboard and Volki.
Leadership for Engaging Students Digitally: It's not about the Angry Birds!ewilliams65
How can leaders effectively leverage technology for learning? If we have pockets of best practices, how do we scale up? What specific action steps can leaders take to build a shared vision, facilitate professional learning, provide access 24/7/365, and create polices that support rather than undercut technology use? This file includes numerous links to useful resources.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
This document provides an overview of integrating iPads in adult education. It includes sections on navigating the iPad, integrating technology using models like SAMR and POST, resources for finding apps and online materials, using mobile tools like Dropbox and Evernote, and how to find appropriate apps to enhance lessons. Specific apps that are discussed include Qrafter for QR codes, Kindle and Nook for ebooks, and Adobe Reader. Links and exercises are provided to help educators explore the tools and find ways to incorporate iPads into their teaching.
This document provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
This document provides information about digital literacy and online safety for parents and students. It defines digital literacy as the ability to find, evaluate, create and communicate information using technology, requiring both cognitive and technical skills. The importance of technology use in education is discussed, as well as how to identify good research sources and achieve online safety. Resources for digital literacy and safety training are provided, including websites, games and surveys.
This document outlines an agenda for a meeting to introduce a Bring Your Own Device (BYOD) trial at a school. The meeting will discuss 21st century learning, what BYOD is and its rationale, address common myths about BYOD, and provide details about a BYOD trial in two classrooms. The trial will allow students to bring their own internet-enabled devices to access online tools and apps for collaborative and self-directed learning. Guidelines are provided around device requirements, internet safety, and parental responsibilities.
This document outlines an agenda and resources for a 90 minute workshop on e-safety and digital responsibility. The workshop covers key issues around promoting digital values and skills, digital identity, assessing online risk, Ofsted requirements, conducting an e-safety audit, and key messages. It provides scenarios and activities to engage participants. Resources referenced include websites on e-safety best practices, open digital badges, privacy settings, risk assessment, and preparing for Safer Internet Day. Contact information is provided for the advisor leading the workshop.
Space…The Final Learning Frontier - TCEA 2014Carl Hooker
This is a copy of my presentation on February 6th at TCEA Digital Square. It's centered around the discussion of how learning spaces need to shift with more mobile/digital learning.
10 Things Not to Do in a 1:1 iPad ClassroomCarl Hooker
This document discusses top things not to do in a 1-1 iPad classroom environment. It provides 10 points with explanations for each. The key things not to do are to forget to communicate with all stakeholders, expect immediate changes to teaching and learning, try to control all aspects of iPad use, rely only on email for communication, assume students know how to use iPads, be afraid to take risks, start with only consumption apps, forget time for reflection, get in the way of student learning, and try to change everything at once with the introduction of iPads. The document advocates for clear communication, gradual changes guided by models like SAMR, giving students freedom within guidelines, using a variety of tools for communication,
This document provides information about a Middle School Parent Night presentation regarding the Eanes Independent School District's 1:1 iPad initiative. It discusses the district's goal of providing a technologically rich learning environment through differentiated instruction. It outlines the history and progression of iPad pilots from 2011-2012. It also discusses student and staff training, the digital citizenship curriculum for students, and the process for device damage or loss. The overall summary is that the district is working to enhance learning through a 1:1 iPad program and providing support and guidelines around its implementation.
The document discusses the LEAP initiative to provide iPads to all students in the Eanes Independent School District. It outlines the reasons for personalized 1:1 learning (Why), how the program will change teaching and learning through professional development for teachers and expectations for students (How), and the anticipated benefits like improved engagement, access, and personalized learning tools (What). Research from other 1:1 programs is cited to support these goals. Cost estimates are provided for supplying all students with iPads versus maintaining the previous computer refresh program. Student and parent videos are linked to further explain the vision.
The document summarizes the implementation of a 1:1 iPad initiative by the Eanes Independent School District. It provides research showing the benefits of 1:1 programs, including increased student engagement and motivation. It outlines the district's professional development for teachers and expectations for students. Survey results found students using iPads to organize notes, communicate, and complete assignments electronically. Focus groups revealed that while distraction decreased over time, students and teachers felt the iPads enhanced learning.
This document summarizes the implementation of a 1:1 iPad program in a wealthy school district with 7500 students across 1 high school, 2 middle schools, and 6 elementary schools. It details the timeline of the program from an initial small pilot in 2010 to a full district-wide rollout in August 2011. It also describes the management, protection, and training aspects of the program. Student engagement and feedback is positive, noting increased motivation, quality of work, and relevance of work with iPad use.
The Westlake Initiative for Innovation introduced iPads to all students and faculty at Westlake High School. Over 1,600 iPads were distributed to enhance student engagement, motivation, and learning. Teachers received training on integrating the iPads into their lessons. Students reported using the iPads to interact with content, communicate, and collaborate more than before. The initiative aims to promote a digital learning environment and develop 21st century skills in students.
The document discusses a school district's plan to provide iPads to all students. [1] The district has over 7,500 students across one high school, two middle schools, and six elementary schools located in a wealthy community. [2] The goal of the iPad initiative is to position students where they can find information when needed, keeping the focus on individualized and flexible learning. [3] Key steps in the implementation timeline included gaining community buy-in, developing the backend infrastructure over the summer of 2011, and distributing iPads to students on August 24, 2011.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to 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.
4. Presenters
Carl Hooker
Director of Instructional
Technology
Greg Garner
Educational Technologist
WRMS
Tim Yenca
Educational Technologist
WHS
Lisa Johnson
Educational Technologist
HCMS
5. Learning series
• October 17: Setting Limits
• December 5: Digital Lifestyle (Panel
Discussion)
• Early Spring: Cyber-bullying and
Internet Safety
• Late Spring: Student Showcase
15. Screen time
Screen time
Passive
•Sit-back physically
•Absorb content
•Less brain function
•Can cause developmental
issues at an early age
http://www.scoop.it/t/brain-research-technology-usage-with-kids
16. Screen time
Screen time
What Research Suggests
•Balance the day
•Set limits
•Examine content being viewed
•Watch & interact along-side your child
•Is it active or passive?
http://www.scoop.it/t/brain-research-technology-usage-with-kids
28. What can I do as a
parent to help in this
digital age?
29. Parent Support
• Don’t share names, schools, ages,
phone numbers, addresses
• Never send pictures to strangers
• Keep passwords private (except to
parents)
• Never open up email from strangers
• Immediately tell an adult
Internet Safety
30. Parent Support
• Be a good digital citizen
• Age-appropriate sites
• Online cheating
• Expectations and limits
• Monitor your own habits
• Be involved and have fun with them!
Responsible Use
40. The ability to publish information:
- flattened hierarchies
- eliminated distance barriers
- raised concerns of media literacy
- increased social connectivity
- mass, large-scale collaboration (Wikipedia, anyone?)
41.
42. Previous responses:
- Blocking- Filtering-
Avoidance- Ignorance
Digital Citizenship Issues:
- Sexting
- Cyberbullying
- Manners are still manners
- Has the message changed?
Or just the medium
43. - Online Safety/Digital Citizenship
- Media Literacy education
- Give the freedom to fail
- Engage the culture
- Ask questions
- Be honest
- Create a generative, sharing culture
- Learn the "how," teach the "why"
talk to your kids
53. Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
54. QuickTime™ and a
decompressor
are needed to see this picture.
Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
55. iPad Pre-Rollout
Parent Night
3 Day Digital Citizenship
Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
56. iPad Orientation
Student Orientation Video
Campus Rules Video
Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
57. iDay: Rollout
• Pass Code Lock
• Pic of Self as Lock Screen
• Email
• iPad Name
• App Restrictions
• No recording w/out permission
iDay: Homework
• Set up iTunes
• Charge iPad
Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
58. Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
59. Digital Days
Google Calendar:
Study Habits
Examples: Month &
Agenda
Google Calendar:
Testing Calendars,
Campus Calendar
Secondary iPad Sharecase by Lisa Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
60. QuickTime™ and a
H.264 decompressor
are needed to see this picture.
iStudiez Pro
Courses and
Instructors
Assignments and
Due Dates
Sync with Google
Calendar
Thank you all for coming
Introduction - Talk about WIFI a bit
Then LEAP
Thank you all for coming
Introduction - Talk about WIFI a bit
Then LEAP
Learning has changed as the world has changed -
In 1789 - World was transformed by the invention of the Steam engine by James Watt
People could reach others faster, travel increased exponentially and the world got smaller. We went from a generation of the steam engine to the search engine
One of my favorite students (Sophie is starting Pre-K at Eanes elementary)
How do we facilitate these forms of learning more effectively? The classroom has to shift, but we can’t add more people. There is still just one teacher, and adding technology doesn’t necessarily mean that teaching and learning will be any different
This was the classroom at Eanes 8 years ago. and at many school districts, it’s still the norm. The computers in the back of the room were used for 15 minutes a week by each student. They were consumptive devices for the most part doing little skill and drill activities. Not real tech integration. Physically close to each other, but not really working collaboratively. SILOS
Physical space has changed. Not bound to the desk or the computers in the back of the room. Kids collaborate more with technology as a tool, not as a device to consume all the time.
Talk about the perception of the iPad and the “pass-back generation” that we’ve encountered. How do we utilize that engagement for learning
Play is not a word we would use to describe what we are doing. Explore, Evaluate, analyze, create
Communication in the 21st century has changed. From rotary phones to cell phones to smart phones to video chats.
Not all change happens quickly. This is my parents on Jan 10, 2011. Their first ever text message after 5 years of pestering them about it. Now, my mom can’t stop texting...she’s worse than a teenager. 1500 text messages, now over.
Famous video
This is in Philadelphia
This is in Philadelphia
They even have apps to help with this.
It’s more than just texting though and kids need to know the balance. Remember in grade school when you learned when to write a letter in personal or business format? Well today, kids need to know which type of communication is appropriate for which message?
Content - what are they using technology for and how are they interacting with it
Context - What are they doing before, during and after the interaction. Take time to talk with them about it.
Child - Tune in and be an active participant in what they are learning and what interests them.
SAMR Model - Dr. Ruben Puentadura
Substituting - tech improves with no functional change (notes)
Augmenting - using the tools to enhance the lesson and there is a functional change. (FaceTime audio note)
Modification - tech promotes for redesign of tasks. (band on field recording
Peak - tech creates new tasks and integration
Thank you all for coming
Introduction - Talk about WIFI a bit
Then LEAP
Web 1.0 - Ubiquitous information distribution - Static - Few publishers
Web 2.0 - Ubiquitous information creation - Dynamic - LOLcats
But what happens when literally ANYONE can create, distribute, and publish?
What is your knee-jerk reaction to this photo?
Thank you all for coming
Introduction - Talk about WIFI a bit
Then LEAP
Thank you all for coming
Introduction - Talk about WIFI a bit
Then LEAP
Access via web and create a web clip to stay signed in or sync to Google Calendar or app like CalPad
Accessible for students and parents
Easy for teachers to edit and maintain