The document provides an overview of the new teacher orientation for the Central York School District. It outlines the agenda for Wednesday and Thursday which includes introductions, technology training, lesson planning sessions, and discussions of professional responsibilities. Teachers will learn about available technology resources like laptops, email, internet access, and classroom equipment. The orientation also covers telephone, email, and social media etiquette and guidelines for professional use.
The document outlines Elm Park School's vision for e-learning, which aims to enable students to become 21st century learners, increase engagement and achievement, and provide evidence of learning. It discusses using e-portfolios for students to showcase goals, reflections, evidence and content. Teachers can provide comments, discussions, reflections and feedback on achievements and student-led conferences. E-portfolios and learning journals will track students' reading, writing, numeracy and showcase work. The process of reflecting and improving on learning through e-portfolio creation is the central goal, not the technology itself.
This document contains the titles of 15 photo album entries for an art project. The entries are divided into 3 sections - "inside_OF_me" with 4 photos, "ode_to_ABSTRACTION" with 6 photos, and "scattered" with 5 photos, exploring personal, abstract, and scattered themes.
The document provides an overview of the Eastnet Cluster Share meeting held on March 24th 2010 at Elm Park School. It discusses the theme of sustainability for 2010 and how schools will work to incorporate this focus into their ICT/inquiry curriculum. Each school will report back on their progress and focus for the upcoming year. Opportunities for sharing best practices between schools are highlighted.
The All Blacks beat South Africa 21-11 in a rugby match on September 16, 2012. It was a close game between the two rivals as South Africa is a tough team. Some students found the article boring because they do not like sports, while others thought both teams played well.
The document outlines a continuum of curriculum integration from teacher-centered approaches to more student-centered problem-based learning. It shows different levels of integration ranging from entry, adoption, adaptation, to appropriation and invention. As teachers progress along this continuum, their use of technology moves from basic skills to transforming teaching and learning through more innovative uses of ICT.
The document provides an overview of the new teacher orientation for the Central York School District. It outlines the agenda for Wednesday and Thursday which includes introductions, technology training, lesson planning sessions, and discussions of professional responsibilities. Teachers will learn about available technology resources like laptops, email, internet access, and classroom equipment. The orientation also covers telephone, email, and social media etiquette and guidelines for professional use.
The document outlines Elm Park School's vision for e-learning, which aims to enable students to become 21st century learners, increase engagement and achievement, and provide evidence of learning. It discusses using e-portfolios for students to showcase goals, reflections, evidence and content. Teachers can provide comments, discussions, reflections and feedback on achievements and student-led conferences. E-portfolios and learning journals will track students' reading, writing, numeracy and showcase work. The process of reflecting and improving on learning through e-portfolio creation is the central goal, not the technology itself.
This document contains the titles of 15 photo album entries for an art project. The entries are divided into 3 sections - "inside_OF_me" with 4 photos, "ode_to_ABSTRACTION" with 6 photos, and "scattered" with 5 photos, exploring personal, abstract, and scattered themes.
The document provides an overview of the Eastnet Cluster Share meeting held on March 24th 2010 at Elm Park School. It discusses the theme of sustainability for 2010 and how schools will work to incorporate this focus into their ICT/inquiry curriculum. Each school will report back on their progress and focus for the upcoming year. Opportunities for sharing best practices between schools are highlighted.
The All Blacks beat South Africa 21-11 in a rugby match on September 16, 2012. It was a close game between the two rivals as South Africa is a tough team. Some students found the article boring because they do not like sports, while others thought both teams played well.
The document outlines a continuum of curriculum integration from teacher-centered approaches to more student-centered problem-based learning. It shows different levels of integration ranging from entry, adoption, adaptation, to appropriation and invention. As teachers progress along this continuum, their use of technology moves from basic skills to transforming teaching and learning through more innovative uses of ICT.
This document summarizes a case study on the implementation of e-portfolios at a New Zealand primary school. The school trialled e-portfolios in 2008 before rolling them out school-wide in 2009. E-portfolios provided a way for students to collect digital evidence of their learning and achievements. Teachers received training through workshops, but ongoing support was needed as students learned to use the various digital tools. While most students and parents found the e-portfolios easy to access, consistency across classes remained an issue. The school aims to refine the e-portfolio process further with a focus on pedagogy and including more parent involvement.
The document discusses four factors that contribute to academic success with technology: 1) Access to resources and progress reports through technologies like laptops, Wi-Fi, and USB drives that allow students to easily track their academic progress. 2) Efficiency through technologies such as laptops, Wi-Fi, and printers that help students complete their work faster and produce higher-quality work. 3) Connecting with others by feeling more connected to other students, professors, and experts in their field through technologies like smartphones and internet-connected devices. 4) Increased engagement and relevance of learning through more creative, fun, and personalized ways of learning enabled by digital tools like digital cameras, interactive whiteboards, and student response systems.
Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
The document discusses Thailand's ICT Master Plan from 2020 focusing on e-learning, 21st century skills, and supporting digital technologies and systems. It outlines goals for internet access, online education resources, and developing skills in areas like communication, collaboration, critical thinking, and problem solving. Key frameworks and policies aim to advance e-government, e-commerce, e-industry, and e-society through expanding ICT infrastructure and promoting blended learning, social media, mobile learning and open-source platforms to improve education effectiveness and efficiency.
The document discusses effectively integrating technology into English language teaching. It notes that today's students have grown up with constant digital stimuli, which has changed their learning preferences. Using technology can prepare students for their futures and connect learning to their daily lives. Some examples of using technology provided include having students write movie endings after watching video clips, using websites for games and virtual field trips, and using mobile phones for digital scavenger hunts. The document advocates moving from students as passive receivers of information to active digital content creators through collaborative technologies like wikis, blogs, podcasts and digital storytelling.
The document discusses five skill areas and possible applications of educational technology:
1) Using internet text and multimedia can increase student motivation and provide authentic learning experiences. Text-reading and concept-organization software can help students interact with information.
2) Available technologies like email, social media, blogs and websites allow for authentic learning experiences through activities like answering questions and expanding on stories.
3) Technologies like grammar checkers and drill software can help teach grammar, and tools like track changes in Word allow for feedback, but good teaching is still time-intensive.
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
Teaching Emerging Technologies in Every CourseDCPS
Presented at the PETE+C (PA Educational Technology Expo and Conference) February 14, 2012 at the Hershey Lodge and Convention Center.
Session Description:
Encourage students to use emerging technologies in your course & introduce them to new & exciting 21st century digital ways to collaborate & share knowledge! The culminating project History Video Podcasts & QR Codes won at the Microsoft Partners in Learning U.S. Innovative Ed. Forum & represented the U.S. at the 2011 Global Forum. Resources galore!
Session NING for resources:
http://ning.peteandc.org/forum/topics/teach-emerging-technologies-in-every-course
This document provides examples of how digital devices like smartphones, tablets, laptops, and eReaders can be used to enhance instruction and engage students. It outlines several ways these technologies can be incorporated into lessons, including using QR codes for book reviews, homework help, sharing files, and linking to websites. Teachers are encouraged to have students use devices to record screen recordings of concepts, participate in activities like annotating documents or mind mapping, conduct research, and create multimedia presentations. The document also discusses using digital tools for file sharing, collaboration, assessment through blogs, quizzes and surveys, and integrating technologies into various content areas like history, geography, science and writing.
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.
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.
- Medfield High School is introducing a Bring Your Own Device (BYOD) program for incoming 9th grade students.
- The BYOD program aims to increase student engagement, appeal to multiple learning styles, integrate current information, and increase student motivation. It will provide equal access to all students.
- Under the BYOD program, students will be expected to bring and be responsible for their own laptops, tablets, or smartphones to use in classes like English, math, science, social studies, and world languages.
- The school has upgraded its wireless infrastructure and provided teachers with presentation devices to facilitate classroom integration of student devices.
The 16th Annual International Conference focused on harnessing Web 2.0 for education. The conference objectives were to reflect on educational uses of Web 2.0, how it can transform education, and exchange best practices. Web 2.0 tools like blogs, wikis, social bookmarking, media sharing, and social networking were discussed. Benefits of Web 2.0 in education included motivating and engaging students through interactive learning, collaboration, and flexibility. The conference concluded with ways educators can start using Web 2.0 through exploring, commenting, and contributing online content.
The document provides an overview and agenda for a presentation on mobile trends and the Mobile Web Framework (MWF) used at UCSB. It introduces six presenters who will cover topics like mobile trends in higher education, different approaches to mobile development, and a demonstration of the MWF. The presentation will discuss how mobile usage is growing rapidly, students' high adoption of mobile devices, and the need for universities to adapt. It will also review native apps, hybrid apps, and mobile web approaches as well as the history and features of the MWF implemented at UCSB, which is hosted by the library.
Can You Hear Us? is a project from Preston Reservoir Adult Community Education (PRACE) and fellow organisations. Teachers research audio technologies in the ACE classroom. (Related resources at http://canuhearus.acfe.vic.edu.au/
(music from Maya Filipic -creative commons- at
http://www.jamendo.com/en/album/29279
This document provides an overview of using iPads in the classroom presented by Nancy Caramanico, an education technology specialist. It discusses exploring education apps, effective classroom technology integration, and showcases various app categories including basics, curation, communication, creativity, and flipped classroom. Productivity apps like Evernote and pages are presented for note-taking and collaboration. Guidelines for evaluating apps are shared. The document emphasizes how mobile technologies can enhance learning through communication, critical thinking, and digital content creation.
Most faculty don’t have time to learn costly, complex solutions for recording and distributing lectures. Grand Rapids Community College partnered with TechSmith to offer an easy and effective way to capture lectures accessible by students through Blackboard and RSS feeds. Learn how faculty can capture lectures and share them in multiple formats, such as Flash, iPod Video, or MP3. Participate in a live demo in which the software is used to record and send a mini-presentation to the server. Participants receive a free trial, online documentation, and an overview handout.
This map shows the layout of Elm Park School, which includes areas for different age groups from junior to senior school. There are playgrounds, gardens, studios, classrooms, a library, auditorium, and sports facilities like a swimming pool. The map provides an overview of the school's facilities and where different programs and activities take place.
This document provides information about Elm Park School, including its mission, values, priorities and curriculum. It summarizes that:
1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
3) The school's curriculum focuses on English, maths, science, social studies and health/PE. It aims to
This document summarizes a case study on the implementation of e-portfolios at a New Zealand primary school. The school trialled e-portfolios in 2008 before rolling them out school-wide in 2009. E-portfolios provided a way for students to collect digital evidence of their learning and achievements. Teachers received training through workshops, but ongoing support was needed as students learned to use the various digital tools. While most students and parents found the e-portfolios easy to access, consistency across classes remained an issue. The school aims to refine the e-portfolio process further with a focus on pedagogy and including more parent involvement.
The document discusses four factors that contribute to academic success with technology: 1) Access to resources and progress reports through technologies like laptops, Wi-Fi, and USB drives that allow students to easily track their academic progress. 2) Efficiency through technologies such as laptops, Wi-Fi, and printers that help students complete their work faster and produce higher-quality work. 3) Connecting with others by feeling more connected to other students, professors, and experts in their field through technologies like smartphones and internet-connected devices. 4) Increased engagement and relevance of learning through more creative, fun, and personalized ways of learning enabled by digital tools like digital cameras, interactive whiteboards, and student response systems.
Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
The document discusses Thailand's ICT Master Plan from 2020 focusing on e-learning, 21st century skills, and supporting digital technologies and systems. It outlines goals for internet access, online education resources, and developing skills in areas like communication, collaboration, critical thinking, and problem solving. Key frameworks and policies aim to advance e-government, e-commerce, e-industry, and e-society through expanding ICT infrastructure and promoting blended learning, social media, mobile learning and open-source platforms to improve education effectiveness and efficiency.
The document discusses effectively integrating technology into English language teaching. It notes that today's students have grown up with constant digital stimuli, which has changed their learning preferences. Using technology can prepare students for their futures and connect learning to their daily lives. Some examples of using technology provided include having students write movie endings after watching video clips, using websites for games and virtual field trips, and using mobile phones for digital scavenger hunts. The document advocates moving from students as passive receivers of information to active digital content creators through collaborative technologies like wikis, blogs, podcasts and digital storytelling.
The document discusses five skill areas and possible applications of educational technology:
1) Using internet text and multimedia can increase student motivation and provide authentic learning experiences. Text-reading and concept-organization software can help students interact with information.
2) Available technologies like email, social media, blogs and websites allow for authentic learning experiences through activities like answering questions and expanding on stories.
3) Technologies like grammar checkers and drill software can help teach grammar, and tools like track changes in Word allow for feedback, but good teaching is still time-intensive.
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
Teaching Emerging Technologies in Every CourseDCPS
Presented at the PETE+C (PA Educational Technology Expo and Conference) February 14, 2012 at the Hershey Lodge and Convention Center.
Session Description:
Encourage students to use emerging technologies in your course & introduce them to new & exciting 21st century digital ways to collaborate & share knowledge! The culminating project History Video Podcasts & QR Codes won at the Microsoft Partners in Learning U.S. Innovative Ed. Forum & represented the U.S. at the 2011 Global Forum. Resources galore!
Session NING for resources:
http://ning.peteandc.org/forum/topics/teach-emerging-technologies-in-every-course
This document provides examples of how digital devices like smartphones, tablets, laptops, and eReaders can be used to enhance instruction and engage students. It outlines several ways these technologies can be incorporated into lessons, including using QR codes for book reviews, homework help, sharing files, and linking to websites. Teachers are encouraged to have students use devices to record screen recordings of concepts, participate in activities like annotating documents or mind mapping, conduct research, and create multimedia presentations. The document also discusses using digital tools for file sharing, collaboration, assessment through blogs, quizzes and surveys, and integrating technologies into various content areas like history, geography, science and writing.
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.
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.
- Medfield High School is introducing a Bring Your Own Device (BYOD) program for incoming 9th grade students.
- The BYOD program aims to increase student engagement, appeal to multiple learning styles, integrate current information, and increase student motivation. It will provide equal access to all students.
- Under the BYOD program, students will be expected to bring and be responsible for their own laptops, tablets, or smartphones to use in classes like English, math, science, social studies, and world languages.
- The school has upgraded its wireless infrastructure and provided teachers with presentation devices to facilitate classroom integration of student devices.
The 16th Annual International Conference focused on harnessing Web 2.0 for education. The conference objectives were to reflect on educational uses of Web 2.0, how it can transform education, and exchange best practices. Web 2.0 tools like blogs, wikis, social bookmarking, media sharing, and social networking were discussed. Benefits of Web 2.0 in education included motivating and engaging students through interactive learning, collaboration, and flexibility. The conference concluded with ways educators can start using Web 2.0 through exploring, commenting, and contributing online content.
The document provides an overview and agenda for a presentation on mobile trends and the Mobile Web Framework (MWF) used at UCSB. It introduces six presenters who will cover topics like mobile trends in higher education, different approaches to mobile development, and a demonstration of the MWF. The presentation will discuss how mobile usage is growing rapidly, students' high adoption of mobile devices, and the need for universities to adapt. It will also review native apps, hybrid apps, and mobile web approaches as well as the history and features of the MWF implemented at UCSB, which is hosted by the library.
Can You Hear Us? is a project from Preston Reservoir Adult Community Education (PRACE) and fellow organisations. Teachers research audio technologies in the ACE classroom. (Related resources at http://canuhearus.acfe.vic.edu.au/
(music from Maya Filipic -creative commons- at
http://www.jamendo.com/en/album/29279
This document provides an overview of using iPads in the classroom presented by Nancy Caramanico, an education technology specialist. It discusses exploring education apps, effective classroom technology integration, and showcases various app categories including basics, curation, communication, creativity, and flipped classroom. Productivity apps like Evernote and pages are presented for note-taking and collaboration. Guidelines for evaluating apps are shared. The document emphasizes how mobile technologies can enhance learning through communication, critical thinking, and digital content creation.
Most faculty don’t have time to learn costly, complex solutions for recording and distributing lectures. Grand Rapids Community College partnered with TechSmith to offer an easy and effective way to capture lectures accessible by students through Blackboard and RSS feeds. Learn how faculty can capture lectures and share them in multiple formats, such as Flash, iPod Video, or MP3. Participate in a live demo in which the software is used to record and send a mini-presentation to the server. Participants receive a free trial, online documentation, and an overview handout.
This map shows the layout of Elm Park School, which includes areas for different age groups from junior to senior school. There are playgrounds, gardens, studios, classrooms, a library, auditorium, and sports facilities like a swimming pool. The map provides an overview of the school's facilities and where different programs and activities take place.
This document provides information about Elm Park School, including its mission, values, priorities and curriculum. It summarizes that:
1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
3) The school's curriculum focuses on English, maths, science, social studies and health/PE. It aims to
This map shows the layout of Elm Park School, which includes areas for different age groups from junior to senior school. There are playgrounds, gardens, studios, classrooms, a library, auditorium, and sports facilities like a swimming pool. The map labels 30 different locations around the school to help students, staff, and visitors navigate the campus.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
My workshop presentation for the e-Wrapper Cluster Mini Conference 29 July 2011 at Everglade School. 'Using e-Portfolios to promote student-centred learning'. Unfortunately I had to delete the slides with student examples before uploading due to privacy.
This document presents a proposal by Tyler Moran and Louise Skinner for Room 16 to build a butterfly shade house to protect caterpillars from being eaten by wasps. The proposal outlines the problem of caterpillars being eaten, describes the shade house design which would provide shelter and meet the caterpillars' needs, identifies the best location as the school garden, lists required materials, notes the project will be free due to donated supplies, identifies those who can provide help or tools, shows a design drawing, and explains how the shade house supports sustainability.
The document summarizes several presentations from the Learning@School 2010 conference. Dr. Helen Barrett defined an e-portfolio as a collection of digital materials that demonstrate a learner's experiences and achievements. E-portfolios can provide structured recording of learning and include various digital files. The conference discussed using e-portfolios to help students become self-regulated learners and provide evidence of learning and next steps. Surveys found parents did not view portfolios often and consistency across the school was needed. Other sessions covered inquiry learning models and action research done at the school.
The document discusses using technology tools like Flipmino and EasySpeak in a classroom setting. Flipmino allows students to easily record and replay aspects of their learning. EasySpeak is a sound recorder that was used to get students engaged. The document also describes a staff development day where teachers shared different ICT skills with residential staff, including skills in photography, PowerPoint, and Movie Maker. Movie Maker has allowed students to express themselves by focusing on pictures and adding comments and music.
This document provides information about key competencies as outlined in the New Zealand curriculum. It defines key competencies as the capabilities people need to live, learn, work and contribute as members of their community. The document then discusses assessing key competencies and unpacking them into categories at different levels for students. It cautions against multiplying objectives and emphasizes identifying priorities related to student needs.
The document discusses inquiry learning, which involves a process of wondering, planning, and exploring. It defines inquiry as involving six steps: hook, wondering, planning, exploring, creating, and reflecting and evaluating. These steps form a cycle that can be entered at any point but are generally followed in sequence. The document also notes that inquiry is a disposition and provides examples of how inquiry learning is implemented at Botany Downs School, including through questioning, developing key competencies, using ICT, creating, developing information literacy, using higher-order thinking tools, establishing a common learning language, and fostering metacognition.
This document provides a list of different digital tools that can be used for creating multimedia projects, including Animoto, Photostory, Glogster, blogs, podcasts, mind maps, Voicethread, animation tools like KidPix and Toondoo, and comic creation tools from ReadWriteThink. It recommends choosing the right tool based on the specific needs of the project.
The Eastnet ICT PD Cluster held an 18 month review of their work developing a cluster of local schools focused on e-learning, inquiry learning, and effective pedagogy based on the New Zealand Curriculum. Over the past 18 months, the cluster held a conference day, provided lead teacher professional development, think tank teams, support for personalized learning models, inquiry planning and pedagogy PD, just-in-time ICT skills training, in-class support from facilitators, individual meetings, goal setting, and an expo in 2009. Going forward, the cluster aims to continue providing inquiry and ICT integration PD, whole cluster share afternoons, in-school support, and giving teachers the choice to use
The document provides 10 things to do after attending an education technology expo, including revisiting notes and handouts, choosing one idea to implement in the classroom, developing a personal learning network by connecting with presenters and other attendees, downloading resources from missed workshops of interest, writing a reflection, sharing learning with colleagues, making a goal and action plan, visiting recommended websites, practicing a new skill, and having fun.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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.
3. Our Purpose
For students
to become
self-
regulated/
self directed
life long To provide evidence of
leaners... learning, specific
achievement data and
next learning steps.
4. EVERY class has ...
wireless & cabled a digital
network access camera
laptops with 6-8 computers
webcams and access to:
microphone video
data projector and cameras,
speakers tripods, iPods
6. e-Portfolio Contents
Literacy and Numeracy goals
Reflections by students, teacher and
parents
Evidence of progress - work samples,
reading data, numeracy stage, cumulative
graphs etc
Spelling/basic facts - graphs and expectations
7. e-Portfolio Contents continued
My Competencies - self assessed
rubrics, teacher comments, relates to all
curriculum areas
Teacher Feedback - a general comments area
My Achievements - certificates,
awards, accomplishments - home and school
More About Me - student selects work
they are proud of and would like to share
U6 contributing school, East Auckland. Decile 6, ~40 ethnicities, roll 570-630.
3rd year as lead school in eastnet ict-pd cluster. 1st year AtoL contract.
U6 contributing school, East Auckland. Decile 6, ~40 ethnicities, roll 570-630.
3rd year as lead school in eastnet ict-pd cluster. 1st year AtoL contract.
more formative assessment focussed, aligns with NZC, focus not on technology but on the learning
Infrastructure - 2007 computer suite turned into classroom, computers and laptops into classrooms. 2008 - DP in every room, camera in every room. Built up numbers of computers per room from 4 to 6-8. Aiming for 8-10 over several years. Still need to get headphones! No longer purchase desktops for classrooms as laptops provide more versatility.
Knet chosen as the portal to use as we already had it in the school although under-utilised
2010 expectations
Key competencies are included from 2010 - this will allow us to bring in all curriculum learning areas within the context of key competencies (concept rather than content based learning)
Barriers - monitoring consistency, pedagogy/classroom practice, teacher capability/confidence/attitude, time management, parent education/engagement, how to write good goals/learning intentions, success criteria, reflections
Key competencies (to include all learning areas), parent education, parent logins, interoperability to avoid double entry, consistency (esp comments), collaborative conference up-skilling, increase student ownership, assess to learn contract - goals/success criteria, sustainability (ICT lead teacher release, hardware)