In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
The document provides an overview of various tools and technologies that can be used for religious education, including for direct instruction, individual assignments, videos, student research projects, and collaborative learning. It discusses tools for presentations, graphic organizers, videos, research, group work, and assessment. Specific websites and applications are mentioned for each category.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
MAS Presentation: Using Digital Tools to Engage LearnersDean Phillips
This document discusses using digital tools like cell phones and social media to engage students. It provides tips for using tools like Twitter, Google Docs, Google Voice, and photos/videos to connect with students and encourage collaboration. Examples are given of how these tools can be used for assignments, presentations, organizing work, and administrative tasks. Educators are encouraged to think about how the prevalence of cell phones and smart devices can impact teaching and learning.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
The document outlines the goals and services of a high school library media center. It aims to support student learning through curriculum collaboration, technology resources, literacy initiatives, and building a collection to meet student and teacher needs. The media center provides spaces for individual study, group work, and extracurricular activities in a community environment before, during and after school.
The document discusses how students and teachers are using Web 2.0 tools like blogs, social networks, photo sharing sites, and wikis. It notes that while these tools can support constructivism and knowledge creation, schools often initially use them as Web 1.0 tools just for disseminating information. The document also cautions that there are risks to consider with using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
The document provides an overview of various tools and technologies that can be used for religious education, including for direct instruction, individual assignments, videos, student research projects, and collaborative learning. It discusses tools for presentations, graphic organizers, videos, research, group work, and assessment. Specific websites and applications are mentioned for each category.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
MAS Presentation: Using Digital Tools to Engage LearnersDean Phillips
This document discusses using digital tools like cell phones and social media to engage students. It provides tips for using tools like Twitter, Google Docs, Google Voice, and photos/videos to connect with students and encourage collaboration. Examples are given of how these tools can be used for assignments, presentations, organizing work, and administrative tasks. Educators are encouraged to think about how the prevalence of cell phones and smart devices can impact teaching and learning.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
The document outlines the goals and services of a high school library media center. It aims to support student learning through curriculum collaboration, technology resources, literacy initiatives, and building a collection to meet student and teacher needs. The media center provides spaces for individual study, group work, and extracurricular activities in a community environment before, during and after school.
The document discusses how students and teachers are using Web 2.0 tools like blogs, social networks, photo sharing sites, and wikis. It notes that while these tools can support constructivism and knowledge creation, schools often initially use them as Web 1.0 tools just for disseminating information. The document also cautions that there are risks to consider with using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
This document discusses the use of Web 2.0 tools to support engaged learning. It notes that K-12 classrooms and higher education students are increasingly using Web 2.0 resources across subjects. Examples of popular Web 2.0 tools mentioned include Google Docs, Dropbox, blogs, wikis, and cloud-based portfolios. The document also references research showing that Web 2.0 tools enable interaction, collaboration, and contributions from users. Questions are provided about how educators are currently using Web 2.0 tools personally and with students. Contact information is given for presenters from Lamar University's College of Education.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
This document is a presentation by Mark Moran on overcoming resistance to teaching with technology and online resources. Some key points from the presentation include:
- Students are comfortable using the internet and feel in control of information found online, while schools risk
The document discusses how school librarians can use social media to engage students and address concerns from administrators. It provides examples of how social media platforms like Facebook, blogs, wikis and mind-mapping tools can be used to share information, showcase student work and promote collaboration. The document also stresses the importance of instructing students on responsible social media use, netiquette, privacy and protecting their online reputation.
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
This document provides a list of Web 2.0 tools that can enhance Common Core implementation along with brief descriptions of each tool. It discusses tools such as Vocaroo, Voki, Wikis, Kidblog, Tikatok, SpiderScribe, Classtools.net, Wordle, Tagxedo, Linoit, Furly, Jog the Web, Edmodo, WriteWith.Me, LiveBinders, Symbaloo and Pinterest. The document then provides examples and demonstrations of how to use some of the tools.
You can differentiate and connect with students. We must learn how to connect. Differentiation in the classroom is important and you can do it with technology. We must teach to all students and help them learn in the way that they can remember and retain what we're teaching. Education technology must have a purpose.
The document discusses various technologies that teachers can use in their classrooms, including social media platforms like Ning and Wikispaces, video creation tools like Flip cameras and Screenshots, audio tools like podcasts and Gcast, and communication tools like Twitter. It suggests that teachers engage students in their own learning by having them collaborate online, conduct research, teach each other, and communicate globally using these technologies.
This document discusses 10 engaging ideas for using cell phones in learning activities in the classroom. The ideas include podcasting, brainstorming using text messages, note taking, photo sharing, location blogging, video blogging, text message alerts, phone conferencing, and polling/surveys. Examples are provided for how each could be used at different grade levels and for different subject areas. Potential barriers to using cell phones are addressed, such as students not having phones or schools not allowing phones.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.
An introduction to the HASL Spring 2012 Conference that outlines what tools are available for participants, how they might be used, and how participants can access these tools & ideas via the Conference Wiki & the Edmodo group 24/7.
The document provides an overview of a presentation on digital citizenship for educators. It discusses the importance of teaching digital citizenship to meet state technology standards and e-rate funding requirements. The presentation covers 6 strands of digital citizenship and includes activities for grades 3 through 5 to teach about digital content, contact, and conduct. It also provides resources and links for further information.
Ten Steps to Better Online Research - Introduction - 2017Mark Moran
The document discusses the importance of teaching information literacy skills to students. It argues that merely connecting schools to the internet and expecting students to know how to effectively search for and evaluate information is not sufficient. Information literacy must be systematically taught from a young age. The document outlines 10 steps to teach information literacy, including developing critical thinking habits, understanding how search engines and the internet work, planning research strategies, evaluating sources, and synthesizing information. It emphasizes teaching broad concepts and strategies over specific tools, with the goal of breaking the "culture of use" where students only know how to get surface level information from Google.
Integrating the Internet into the Classroomsspengler
The document discusses strategies for integrating the internet into secondary classrooms, including using online learning applications like tutorials, tools, and information resources. It provides examples of websites that can be used as springboards for lessons, for online instruction, and for student reference and projects. Strategies mentioned include creating bookmarks of useful sites, developing multimedia scrapbooks, and designing treasure hunts or samplers to explore topics on the internet.
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
Collinsville District Institute, Jan. 2016kellyggardner
1) The document discusses using social media and online tools in the classroom to engage students and connect learning beyond the classroom walls. It emphasizes that communication has changed and classrooms need to change with it.
2) Several specific tools are mentioned that can be used like blogs, Google Classroom, Twitter, and Pinterest. The benefits discussed are improved communication, collaboration, and extending learning.
3) The concept of digital citizenship is introduced and the importance of teaching it to students is highlighted so they can learn and contribute online safely and respectfully. The teacher models digital citizenship and discusses balancing technology use.
Do you want to collaborate with other classrooms? Do you need to meet standards that require you to have audience and global connections with your students? This presentation includes updated information shared in Flattening Classrooms, Engaging Minds to help you do just that. Presented at AdvancED Wyoming in March 2014 by Vicki Davis @coolcatteacher
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
This document discusses the use of Web 2.0 tools to support engaged learning. It notes that K-12 classrooms and higher education students are increasingly using Web 2.0 resources across subjects. Examples of popular Web 2.0 tools mentioned include Google Docs, Dropbox, blogs, wikis, and cloud-based portfolios. The document also references research showing that Web 2.0 tools enable interaction, collaboration, and contributions from users. Questions are provided about how educators are currently using Web 2.0 tools personally and with students. Contact information is given for presenters from Lamar University's College of Education.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
This document is a presentation by Mark Moran on overcoming resistance to teaching with technology and online resources. Some key points from the presentation include:
- Students are comfortable using the internet and feel in control of information found online, while schools risk
The document discusses how school librarians can use social media to engage students and address concerns from administrators. It provides examples of how social media platforms like Facebook, blogs, wikis and mind-mapping tools can be used to share information, showcase student work and promote collaboration. The document also stresses the importance of instructing students on responsible social media use, netiquette, privacy and protecting their online reputation.
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
This document provides a list of Web 2.0 tools that can enhance Common Core implementation along with brief descriptions of each tool. It discusses tools such as Vocaroo, Voki, Wikis, Kidblog, Tikatok, SpiderScribe, Classtools.net, Wordle, Tagxedo, Linoit, Furly, Jog the Web, Edmodo, WriteWith.Me, LiveBinders, Symbaloo and Pinterest. The document then provides examples and demonstrations of how to use some of the tools.
You can differentiate and connect with students. We must learn how to connect. Differentiation in the classroom is important and you can do it with technology. We must teach to all students and help them learn in the way that they can remember and retain what we're teaching. Education technology must have a purpose.
The document discusses various technologies that teachers can use in their classrooms, including social media platforms like Ning and Wikispaces, video creation tools like Flip cameras and Screenshots, audio tools like podcasts and Gcast, and communication tools like Twitter. It suggests that teachers engage students in their own learning by having them collaborate online, conduct research, teach each other, and communicate globally using these technologies.
This document discusses 10 engaging ideas for using cell phones in learning activities in the classroom. The ideas include podcasting, brainstorming using text messages, note taking, photo sharing, location blogging, video blogging, text message alerts, phone conferencing, and polling/surveys. Examples are provided for how each could be used at different grade levels and for different subject areas. Potential barriers to using cell phones are addressed, such as students not having phones or schools not allowing phones.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.
An introduction to the HASL Spring 2012 Conference that outlines what tools are available for participants, how they might be used, and how participants can access these tools & ideas via the Conference Wiki & the Edmodo group 24/7.
The document provides an overview of a presentation on digital citizenship for educators. It discusses the importance of teaching digital citizenship to meet state technology standards and e-rate funding requirements. The presentation covers 6 strands of digital citizenship and includes activities for grades 3 through 5 to teach about digital content, contact, and conduct. It also provides resources and links for further information.
Ten Steps to Better Online Research - Introduction - 2017Mark Moran
The document discusses the importance of teaching information literacy skills to students. It argues that merely connecting schools to the internet and expecting students to know how to effectively search for and evaluate information is not sufficient. Information literacy must be systematically taught from a young age. The document outlines 10 steps to teach information literacy, including developing critical thinking habits, understanding how search engines and the internet work, planning research strategies, evaluating sources, and synthesizing information. It emphasizes teaching broad concepts and strategies over specific tools, with the goal of breaking the "culture of use" where students only know how to get surface level information from Google.
Integrating the Internet into the Classroomsspengler
The document discusses strategies for integrating the internet into secondary classrooms, including using online learning applications like tutorials, tools, and information resources. It provides examples of websites that can be used as springboards for lessons, for online instruction, and for student reference and projects. Strategies mentioned include creating bookmarks of useful sites, developing multimedia scrapbooks, and designing treasure hunts or samplers to explore topics on the internet.
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
Collinsville District Institute, Jan. 2016kellyggardner
1) The document discusses using social media and online tools in the classroom to engage students and connect learning beyond the classroom walls. It emphasizes that communication has changed and classrooms need to change with it.
2) Several specific tools are mentioned that can be used like blogs, Google Classroom, Twitter, and Pinterest. The benefits discussed are improved communication, collaboration, and extending learning.
3) The concept of digital citizenship is introduced and the importance of teaching it to students is highlighted so they can learn and contribute online safely and respectfully. The teacher models digital citizenship and discusses balancing technology use.
Do you want to collaborate with other classrooms? Do you need to meet standards that require you to have audience and global connections with your students? This presentation includes updated information shared in Flattening Classrooms, Engaging Minds to help you do just that. Presented at AdvancED Wyoming in March 2014 by Vicki Davis @coolcatteacher
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online practices. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in hands-on projects and collaborate with researchers. The session also discusses productive pedagogies and using ICTs to develop higher-order thinking skills when appropriate for content and age groups.
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
This document discusses blended learning, which combines face-to-face classroom instruction with online education. It provides examples of strategies for blended learning, such as flipping the classroom to do homework online and have interactive class discussions. A variety of online tools are presented, including videos, blogs, wikis and social networks. The document also addresses assessing online learning and challenges of implementing blended models, such as developing new rubrics that evaluate both content mastery and product quality.
Where Does It Live: Building Systems and Structures Around What You BelieveChris Lehmann
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This document discusses how technology can be used as an effective communication tool for schools. It outlines several applications like digital portfolios, social media, blogs, and classroom websites that can improve communication with students, parents, and the community. These tools allow schools to share information more easily, engage parents in their child's education, and create a sense of involvement and pride in the community. The overall message is that embracing technology can enhance communication, which is key to student success.
This document summarizes a presentation on designing global collaborative projects using a flat classroom model. It outlines seven essential steps: 1) Connection, where teachers connect students globally using technology; 2) Communication, using tools like Skype and blogs; 3) Citizenship, developing ethical online practices; 4) Contribution and Collaboration, with equal participation; 5) Choice, allowing student customization; 6) Creation, developing innovative projects; and 7) Celebration, recognizing student work. Examples of existing flat classroom projects are provided.
This document provides information about various professional development opportunities and resources for teachers. It discusses the Lutheran Educator's Conference in California, the Apple Education Conference in Phoenix, and individual Apple lessons in Tucson. It also describes sessions at the Lutheran Educator's Conference on using Google Earth and supporting students with learning disabilities. Finally, it outlines the Technology Teacher Toolkit created by Perry Bresemann, which provides an overview of 20 tools for 21st century teachers and additional resources.
using social media for Professional Development DEFToer3
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
The document proposes re-launching an online learning program for grades 9-12 and expanding it to lower grades. It outlines a plan to identify successful students and teachers, provide mentorship and support, and conduct ongoing evaluation of technical difficulties and student success. It also discusses staffing needs, training, funding models, and examples of online activities and assessments like discussions, assignments, and presentations. The goal is to prepare students for beyond high school and reduce costs through blended learning strategies.
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.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Opening Prayer
Feast of St. Charles Borromeo
Patron Saint of Catechists
O Saintly reformer, animator of
spiritual renewal of priests and
religious, you organized true
seminaries and wrote a standard
catechism. Inspire all religious
teachers and authors of
catechetical books. Move them to
love and transmit only that which
can form true followers of the
Teacher who was divine. Amen.
http://www.catholic-forum.com/saints/pray0213.htm
3. What has worked for you?
Type your most successful e-textbook or
laptop teaching strategy or activity in the
Questions section of the Go To Webinar
Panel.
5. About the Presenter
Jared Dees
Adolescent Catechetical
Specialist
at Ave Maria Press
Email jdees@nd.edu
6. Advanced Organizer
1. Teenage Digital Natives
2. How Teens Use Technology to Learn
3. Details on E-textbooks
4. Additional Tools that Students Can
Use
5. Tutorial of Xplana.com
6. Sample E-textbook Teaching
Strategies
7. The Digital Natives
Your students spend:
• 1:22 hours watching TV per day
• 1:14 hours listening to music per day
• 1:30 hours on their phones per day (and send or
receive 96 text messages per day)
• 0:25 minutes gaming per day
• 0:23 minutes on the Internet per day (1:00 hour
total on the computer day)
8. This may surprise you…
• Teenagers spend 0:25 minutes reading per
day (more than both the Internet or gaming)
• 25% of teenagers read the newspaper daily
• Teenagers spend almost 18 hours LESS than
adults on the Internet per week.
• Teenagers spend 35% less time watching
online videos than adults ages 25-34.
• 77% of the time, teenagers focus on one
medium at a time (myth of multi-tasking).
9. Sources on Statistics
• Prensky, Digital Natives, Digital Immigrants
• Nielson Study, “How Teens Use Media” (June
2009)
• Kaiser Family Foundation, “Daily Media Use
Among Children and Teens Up Dramatically
From Five Years Ago” (January 2010)
• Lee Rainie, Director, Pew Internet and American
public life project
10. How students learn with computers
today
• “Google it.”
• Wikipedia
• Copy & Paste Reports
• Social Sharing
• Video (YouTube)
11. Words of warning with technology
• Multitasking
• Finding Reliable Resources
• Plagiarism
• Turning off text-speak (LOL)
• Lack of Critical Thinking
• Privacy Concerns
12. Work with Parents
• Parents as Partners
– Convince them to monitor their children online
– Send home letters or emails
– Beginning of school year meeting
• Social Networking Sites
– Read their posts
– Logout and check your son or daughter’s page
• Cell Phones
– Parental control time limit
• Set up Google Alerts
13. Benefits of E-textbooks
• Reliable information on the web
• Students are comfortable
with technology
• Technology = engaging for teens
• Students can create within the book
• Integrate with other e-learning systems (i.e. Moodle,
wikis, etc.)
14. E-textbook Capabilities
• Projecting the book in front of the class
• Examining pictures
• Highlighting, note-taking, linking, book-marking
• Searching within the text
15. Incorporating Other Tools
Note-taking:
– Evernote
– Microsoft OneNote
– Google Notebook
– Microsoft Word Document
– Google Docs
Book-marking:
– Delicious: www.delicious.com
16. Online Collaboration Tools
• Facebook (yep, you can’t stop it)
• Google Docs: Documents,
Spreadsheets, Drawings
• Wikipages
• Blogs: Blogger, Wordpress, Typepad,
Weebly, Tumbler, and more…
• Moodle
17. Creating Presentations
• Microsoft PowerPoint
• Microsoft Publisher
• Google Docs: Presentation
• Zoho Show: www.zoho.com
• Animoto: www.animoto.com
20. Ave Maria Press Textbooks
in Xplana
• Introduce the Xplana learning platform
• Survey the e-textbook platform
• Examples of Teaching Strategies:
– Modeling note-taking and highlighting
– Answering Review Questions
– Pre-reading strategies
– Responding to activities
– Using Evernote
21. Resources for Teachers
Ave Maria Press:
www.avemariapress.com
Subscribe to the Engaging Faith blog:
http://engagingfaith.blogspot.com
And sign-up for the bi-weekly eNewsletter
by emailing jdees@nd.edu
My name is Jared Dees, I am the Adolescent Catechetical Specialist at Ave Maria Press.
I have experience as a catechist, youth minister, and religion teacher at both the middle school and high school level. Although I am no expert on technology, like many of you, I have learned by experience the many benefits of using technology. I have also had my struggles. Many things have huge learning curves with more hassle than they are worth.
The goal to day is to introduce you to some tools that are out there and provide some tips for using them. I will also be sharing with you some of the tools we offer at Ave Maria Press.
Here is how I would like to organize today’s presentation:
Effective Instruction never changes. People continue to learn in the same ways even though the media they use to learn changes.
Therefore, this presentation will be organized around ways you already teach.
This adds up to about 5 hours, by the way.
(in addition to the cost savings and durability)
What did we do in the past?
Notecards: coded at the top corner, filed in a system
Lay out the notecards for writing
College:
Simple Word documents with lots of information
Evernote: my #1 note-taking tool of choice:
Send from anywhere, use on any computer, smart phone or on the web
Creation of notes, send web pages, pdfs, emails, etc.
Organized in Folders, tags, and search
Web clipping
Microsoft OneNote – evernote without cloud computing
Great for manipulating PDF notes
Word Doc/Google Docs (google docs = collaboration)
Delicious
Excellent bookmarking tool
Tags
Social aspect with sharing of links
Diigo
Highlight and take notes on webpages
Bookmark and Take a snapshot of webpages
Organize by tags
List – display bookmarks
Using Facebook effectively
Surpassed Google as #1 site on the web
Google Docs
Excellent collaboration tools
Now with real time collaboration, editing
Wikipages
A number of teachers use this effectively
If you are not familiar with a wiki…essential a group of people can collaborate to create and edit
If you can get past the technical difficulty, then it is a great tool
Blogs:
Easy to set up
Have students blog add entries themselves, or comment on what others have written
Moodle
More and more schools and teachers are using Moodle
Course Management System
Great fore creating a home of your course online: communication, content, assignments, and more
Edmodo
Chat
Calendar
Upload Assignments
TodaysMeet
Great for conversation at desks
Microsoft PowerPoint
Microsoft Publisher
Google Docs: Presentation
Adds collaboration opportunity
Zoho Show
Dark horse
More editing options
Collaboration like Google Docs
Animoto
Upload pictures, videos, music and it creates a video