E portfolio(1)
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This document is Jairo Ariel Segovia Cañas' e-portfolio summarizing his learning about technology and how to use it. It describes his course in technical English applied to computers from Universidad Capitan General Gerardo Barrios, and how he uses tools like Gmail, blogs, SlideShare, Twitter, and webquests to share information, collaborate with classmates, and continue learning. It also includes a brief resume and mention of participating in the First Congress of Humanities.
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This document introduces a course for teachers on using Web 2.0 tools to empower learning in classrooms. It defines Web 2.0 tools as second generation web communities and services that facilitate collaboration, such as social media sites, wikis, and folksonomies. The goal is to give students a voice by exploring interactive authoring tools like blogs, wikis, podcasts, photo sharing, video sharing, online documents, and mind-mapping. Teachers will learn how to use these tools to enhance learning.
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This document summarizes Luis Javier Rivera Sanchez's e-portfolio, which describes how he uses various technological tools in his work and education. It outlines his educational background and resume, then provides examples of how he uses tools like Rubistar for rubric creation, blogs for information sharing, webquests for online lesson planning, Google Drive for file storage, Gmail for communication, Scribd for document sharing, and SlideShare for presentation sharing. The portfolio demonstrates Luis' professional development and implementation of new technologies.
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This document summarizes Luis Javier Rivera Sanchez's e-portfolio, which describes how he uses various technological tools in his work and education. It outlines his educational background and resume. It then provides examples of how he uses tools like Rubistar for evaluations, blogs for sharing information, webquests for online lesson plans, Google Drive for storing documents, Gmail for communication, Scribd for sharing documents, and SlideShare for presenting slides.
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example of self assessment-The use of never ending self-assessment by learners in order to guide their own studying, which is depicted by learners when reflecting on their own studying and the construction of changes so that they attain deeper understanding.
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Web-Enhanced Instruction discusses how ePals enriches K-12 learning with innovative web tools and high-quality digital content. ePals allows learners around the world to connect and collaborate on projects focusing on global issues. Web 2.0 describes a second generation of the web focused on collaboration and sharing information online, including rich internet applications, web-oriented architecture, and social web interactions. Blogs are informational websites with posts displayed from most to least recent, and teachers can use classroom blogs to share information with students and parents or as a CMS for student work. Document sharing applications allow students to create assignments online for other students to view.
Wikis in the Classroom
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Web2 Tools Are Revolutionizing Education
Web 2.0 tools like blogging, RSS, tagging, and social bookmarking allow users to interact and collaborate online in new ways. These emerging technologies present opportunities for education by making it easier for students, teachers, parents, and administrators to work together. Examples of Web 2.0 tools for educational use include Google Docs for collaborative document editing, YouTube for sharing instructional videos, and Engrade for online grading of student work. While the internet continues to evolve, educators must adapt by integrating new technologies into teaching practice to prepare students for future innovations.
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This e-portfolio belongs to Zoila Astrid Segovia Osorio and documents her learning experiences in the Technical English Applied to Computers semester at the Universidad Gerardo Barrios. It includes summaries of her education history, use of tools like Gmail, Blogger, and SlideShare to complete assignments, and how personal learning environments and networks helped develop her skills. The portfolio aims to explain her process of learning the concepts taught throughout the semester.
My E-Portfolio
This document is Zoila Astrid Segovia Osorio's e-portfolio from the Gerardo Barrios University. It details her education history, including graduating from high school in 2010. Currently, she is studying for a bachelor's degree in English at Gerardo Barrios University. The portfolio describes various online tools she has used for her education, such as Gmail, Blogger, SlideShare, and Scribd. It also discusses her work on a WebQuest project and use of a personal learning environment and professional learning network.
Social Media For Educators
Rose Burgman took an online course on social media for educators to learn about new technologies and how to incorporate them into teaching. She discusses learning about Moodle, the course platform, and exploring other educators' sites on Ning and social bookmarking tools like Diigo and Delicious. While she faces challenges with technology, she finds sharing resources with students to be a success and hopes to continue learning more in the future.
Blogfolios
This document discusses using blogfolios and interactive media to assess student progress. It proposes using tools like Classroom Blogmeister, TeacherTube, and Flickr to create blogfolios containing videos, photos, and student work samples. Blogfolios allow students to access their work from any location and use interactive media, meeting industry goals. Potential problems around student security and access are addressed by providing Internet safety lessons, strict privacy controls, and ensuring access is available through labs and libraries. An example blogfolio is provided to demonstrate the concept.
Manuel antonio flores parada e-portfolio
This document summarizes Manuel Antonio Flores Parada's portfolio of tools developed during his English Technical Applied to Computers course. It provides details about his background, education, and descriptions of the most used Google apps and websites for his learning including Gmail, Drive, Blogger, Slideshare, Scribd, Zunal, and Rubistar. Contact information like social media, email and websites are listed at the end.
Clemencia Rivas /E-portfolio
This document discusses the use of various educational technologies. It describes how an e-portfolio was used to increase knowledge about application technologies. It also discusses participating in a virtual program in high school and earning a certificate, as well as participating in a university conference. Various Google apps, including Gmail, Drive, and Blogger are described. Other educational websites discussed include SlideShare, Scribd, WebQuest, Rubistar, personal learning environments, and personal learning networks.
Alma salgado e-portfolio
This e-portfolio contains information about Mariela Salgado, including her personal details, education history, and documents. It describes the various digital tools she uses for learning English online, such as Gmail, Blogger, Scribd, SlideShare, and social media. It explains how she created a webquest and rubric to evaluate learners, developed a personal learning environment and network to improve her English skills, and obtained diplomas for her high school and conference attendance.
Web 2.0 Tools & Inquiry
Web 2.0 tools can engage students and enhance learning in several ways:
1) They integrate technology that students already use regularly, like social media, to spark their interest in lessons.
2) Tools like polls and discussions can elicit students' prior knowledge and help teachers understand their starting points.
3) Collaboration, sharing, and presentation tools support inquiry skills by helping students investigate topics and explain their understanding.
4) These tools also facilitate critical thinking and lifelong learning skills that are important for process-based learning.
Easy technology
The document discusses how technology integration can engage students by making lessons relevant to their lives and the skills they will need for future jobs. It provides tips for getting started with technology integration, including starting with a few tools and building your repertoire over time. Specific tools discussed include wikis, blogs, videos, websites and surveys. Resources are shared for creating wikis, blogs and surveys, as well as getting more technology integration ideas.
Final paper
This document contains a chart describing the advantages and disadvantages of using different technologies for education, including blended learning, Education 2.0, Web 2.0, and IT. For each technology, the chart lists advantages such as increased flexibility and interaction for students, as well as disadvantages like reliance on technical resources and potential distraction. The document also includes responses to prompts about designing an online lesson plan using WebQuest and addressing the lack of classroom technology.
Final paper
This document discusses using digital resources to improve personal learning environments and personal learning networks. It defines a personal learning environment as the environment in which one learns efficiently using technology. Key aspects of a PLE include setting one's own learning goals and actively participating in a personal learning network to exchange information through digital objects like blogs and presentations. The document recommends curating an abundant flow of information from new media sources and providing products to one's network to actively nurture it. Maintaining a PLE involves lifelong learning and enrichment over time using powerful tools on the internet.
Dr Teston Final - Andre'a Emma
The document discusses how Twitter and Google Docs can be used as technology tools in the classroom. Twitter allows for collaboration on group projects and communication between students. Google Docs promotes group work and peer editing by enabling real-time collaboration on documents and sharing of files. Both tools provide benefits like accountability, organization, and allowing teachers to monitor student progress.
Eportfolo sindi ! (1)
Sindi Beatriz Granados Mora studied Technical English Applied to Computation at Universidad General Gerardo Barrios and graduated in 2013. The document describes her use of various Web 2.0 tools to improve her personal and professional development, including using Gmail for email communication, Blogger for educational interaction through comments, SlideShare to share and find presentations on topics, and Zunal to create lesson plans incorporating online resources. It also discusses using tools like Rubistar to create student evaluation rubrics and Twitterfeed to link social media accounts together.
Taxonomy of Web 2.0 Tools
The document discusses using Web 2.0 tools to teach different levels of Bloom's taxonomy in an algebra classroom. It defines Web 2.0 tools as internet-based tools that allow users to interact with and develop content. It then matches different Web 2.0 tools like Poll Everywhere, WordPress, Twitter, and Glogster to levels of Bloom's taxonomy like remembering, understanding, applying, analyzing, evaluating, and creating. For each level and tool, it provides an example learning activity for how the tool could be used to teach that level in an algebra lesson. The conclusion discusses how Web 2.0 tools engage digital native students and challenge them at higher levels of thinking.
Etraining In Kaitaia
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
Etraining at Northland College on 25th November
This is the powerpoint used at the etraining in Kaikohe (Northland College) on 25th November 2008 by Carolyn Bennett
Global collaboration
Padlet allows users to create documents and webpages that can be edited and shared by others. It requires creating an account to view, create, and share content. The Center for Interactive Learning and Collaboration works to advance learning across subjects through collaborative technologies and connects teachers to projects within and outside the US. iEARN-USA uses the internet and technologies to engage youth worldwide in collaborative learning and project-based work addressing curriculum and global issues. Collaborize Classroom enables the creation, sharing, and downloading of lessons on different topics and subjects that can be edited, include attachments, and are useful for all types of learners.
Slidesharepresentation.carol casas
SlideShare is a presentation hosting website launched in 2006 that allows users to upload and share slide presentations publicly or privately. Users can upload PowerPoint files, PDFs, Word documents, and other formats. To use SlideShare, users create an account, upload files by selecting them from their computer, publish them, and then have the option to share them on other websites or via email. Teachers can use SlideShare to create engaging presentations about course topics to attract students' attention and make learning more interactive compared to traditional whiteboard-based teaching.
My e-portfolio
Yesenia Xiomara Cortez Gómez studied technology in education at Universidad Gerardo Barrios. She created an e-portfolio to document her learning over the past six weeks, including how she used new tools like blogs, Google Drive, and blended learning in her teaching. She explained how she uses various websites and social media platforms like YouTube, Twitter, and SlideShare to improve her English skills and create a better learning environment for her students.
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E portfolio(1)
- 1. E-PORTFOLIO JAIRO ARIEL SEGOVIA CAÑAS
- 2. E-PORTFOLIO TECNICAL ENGLISH APPLIED TO COMPUTER. HOW TO USE WEB 2.0 JAIRO ARIEL SEGOVIA CAÑAS DECEMBER, 2ND 2013
- 3. INTRODUCTION: This portfolio summarizes my learning about technology and the ways to use it. Learning about web 2.0, Education 2.0 and other things incluiding the uses of social networks to developt our knowledge and to get more information.
- 4. RESUME Jairo Ariel Segovia Cañas studied tecnical english applied to computer in Universidad Capitan General Gerardo Barrios and finished that course in 2013. He learned how to use technology and the differents types of uses that he can apply to learn and get information from a different way.
- 5. GMAIL ACCOUNT A Gmail account is a free, email service provided by Google which enables you to access their services via secure webmail.. I used my gmail account to add my classmates and also to created my blog and I use the service of drive to save documents that I post in my blog.
- 6. BLOG A blog is a place where people can upload and publish documents about topics and also download iit. There people can choose the templates and modify the blos as they want.. I I use my blog to upload homeworks of my class and also to comment the blogs of my classmates .
- 7. Slideshare Slideshare is a website where people can upload powerpoint presentations to the web, and also to upload it in their blogs. There people can watch differents powerpoints presentations tht other users post.. I use slideshare to upload homeworks to my blog and to share with other people.
- 8. Twitter It is a social network where people can follow other peolple, pages and also some important authots. There people can get more knowledgo about the pages that are foloowing I use twitter to be in contact with my classmates and to get information about pages that can help me to improve my english
- 9. WEBQUEST A WebQuest is an inquiry oriented activity in which some or all of the information that learners interact with comes from resources on the internet to post homeworks and somethings like that I use my WebQuest to create a homework where it is going to have a proccess and an evaluation about it. There are some documents and videos that students can watch about the homework and the importance ot the use those tools.
- 10. DIPLOMAS I participated to the First Congress of humanities.