eTwinning PDW Helsinki 2010
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The document discusses how Web 2.0 enables users to become active participants rather than passive consumers of digital media through open source applications and free tools. It contrasts Web 1.0 and Web 2.0 characteristics such as one-way vs two-way interaction. The document also provides examples of collaborative learning tools like wikis, web meetings, and virtual learning environments that can be used to facilitate learning conversations, create presentations, and conduct virtual tours collaboratively online.
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2. While Web 2.0 seems well-suited to constructivist learning, barriers like infrastructure, policies, and teaching approaches have limited its use in schools.
3. Some see Web 2.0 as a way to "replace" schools, while others view it as an opportunity to "reinvent" schools with more flexible, learner-centered models.
4. Selwyn advocates a critical perspective on Web 2.0
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2) Describing how wikis can be used for educational purposes such as collaborative student projects, research, and writing.
3) Providing examples of educational wikis and tutorials for setting up wikis using platforms like Wikispaces.
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Marsh Hill Primary School is located in Birmingham, England. It has 386 pupils ages 4-11 from a diverse ethnic background including Bosnian, Kurdish, and 39% white British. The school has a morning start time of 8:50 AM, with lessons throughout the day and extra-curricular activities offered like art, sewing, dance, football, and music.
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Tampereella 25.4.2014
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Hankkeiden hyvät käytännöt ja erilailla tekeminen toimintakulttuuriksi 25042014
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School Presentation Agrupamento de Escolas de Campo Maior
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Digital Literacy
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
Teaching, Learning & Research on Web 2.0 in Education
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Digital Literacy
Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. A 21st century EFL teacher should be digitally literate and know how to use tools like blogs, wikis, podcasts, and social networks. They should understand concepts like communities of practice, which allow teachers to collaborate online. Teachers must develop students' skills in areas like being capable technology users, problem solvers, communicators, and responsible digital citizens.
1: Overview and context
Introduction to the course, staff and environment. The second part introduces the context for the remainder of the course.
Web2 2010
This document discusses using Web 2.0 tools for collaborative learning. It describes how Web 2.0 allows users to share information, collaborate on content, and converse worldwide via tools like blogs, wikis, social networking, bookmarks, photos, podcasts, and microblogging. Examples of each tool are provided. The document discusses why Web 2.0 tools are useful for education as they facilitate critical analysis, participation, communities of knowledge, reflection, motivation, and communication. It argues that wikis in particular support social constructivism and are appropriate for educational delivery.
Introduction to Web 2.0 Tools-Multimedia Unit 2
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
Social media in education
This document discusses how social media is transforming education in the 21st century. It notes that Generation Y learns differently than previous generations as they are constantly connected digitally. Tools like blogs, wikis, and social networks allow for more collaboration and user-generated content. These new media literacies are shifting education away from traditional models towards ones where students create, communicate, and evaluate information online. The document advocates for the use of these new technologies in classrooms to better engage digital native students.
Wikis in the efl classroom.
A new breed of collaborative,
knowledge-building tools.
Downes, S. (2006). Learning networks and
connective knowledge.
Shetzer, H., & Warschauer, M. (2000). An
electronic literacy approach to network-based
language teaching.
Pegrum, M. (2009). From blogs to bombs: The
future of digital technologies in education.
Warschauer, M. (1997). Computer-mediated
collaborative learning: Theory and practice.
38
Qt conference2011
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Conole plenary Cyprus 4 June 2014
Digital literacies and digital identities were discussed. Key points included:
1) Digital literacies involve social practices and meaning making with digital tools, going beyond just skills to include competence and participation.
2) Digital identity involves how one presents and interacts online through facets like reputation, impact, and openness. Issues around privacy, interpretation, and vulnerability were raised.
3) The future will involve challenges around disaggregation of education, needing new digital literacies, business models, and pedagogies as boundaries continue to blur with technology advancement.
Literacy and the digital brain
The document discusses how digital technologies and social media have changed literacy and learning for modern students. It notes that students now generate hundreds of pages worth of digital communication per semester compared to only dozens of pages of schoolwork. It advocates integrating digital literacy tools like blogging, video, and online collaboration into classrooms to better engage today's "Net Generation" of students, who are accustomed to learning through new media. The document provides examples of free web tools that teachers can use to incorporate more digital literacy skills and participatory learning models into their instruction.
Conole ntu 1_oct epedagogies and social media
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
Class 1: Introduction
First class covering course requirements and introduction to web 2.0, social media, online community, etc.
Techinlamiddlehigh
This document discusses various technologies that can be used to support literacy in middle and high school classrooms. It begins by defining different types of literacy needed in the 21st century, including information literacy, new literacy, computer literacy, and critical literacy. It then explores why technology should be used to support active and collaborative learning. Several questions are provided to consider before implementing technology. The rest of the document discusses specific technologies like audiobooks, ebooks, word processing, multimedia, internet research, blogs, wikis, social networking, social bookmarking, simulations, digital storytelling, and e-portfolios that can enhance literacy. Resources and examples of uses in classrooms are also provided.
Technology integration class #4 2011.ppt
Web 2.0 refers to a new generation of web applications that allow for greater user participation, interactivity, collaboration and sharing of content. It harnesses collective intelligence through user-generated content and rich multimedia experiences. Key aspects of Web 2.0 include social networking, user-generated content, and virtual learning environments. While it offers benefits for education such as engaging students and addressing individual needs, barriers to its use include lack of teacher training and concerns about safety.
Unilecture- Sept
The document discusses the changing nature of literacy in the 21st century and how information and communication technologies (ICT) can support literacy learning. It outlines how newer learning environments are more student-centered and involve multisensory experiences, multimedia, collaboration and real-world contexts. ICT combined with effective teaching can enhance literacy by engaging students in creating and sharing meaning using tools like digital learning objects, software, blogs, wikis and collaborative online projects. Teachers are challenged to incorporate these technologies while developing students' critical thinking and media literacy skills.
Intro Poland 0509
This document summarizes the evolution of eTwinning, an initiative to encourage school collaboration across Europe, from its launch in 2005 to 2009. It describes how eTwinning has shifted from a static website (eTwinning 1.0) to incorporate more interactive and social features inspired by Web 2.0, including user profiles, forums, blogs, and networking tools (eTwinning 2.0). It also outlines new learning events and groups being piloted on the platform and considerations for how eTwinning can further embed digital skills and web-based learning into school curricula.
New tools and technologies in the age of the Web 2.0 - Communicating, produci...
This document discusses new tools and technologies for communication in the age of Web 2.0. It notes that Web 2.0 allows for many-to-many communication as users become more involved through sharing content and participating on social networks. Examples are given of popular Web 2.0 tools and sites for communication, sharing content like videos and documents, social networking, and cooperative work.
Mais workshop presentation_nov2014_final
This document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 2.0 and the developing Web 3.0 and Web 4.0. It also provides strategies and tools for engaging K-12 students in online learning, including encouraging listening, speaking, reading and writing skills through various applications and websites. Additionally, it offers suggestions for preparing students for self-paced and collaborative learning in the digital age.
An Introduction to the Principles of 21st Century Learning and Web 2.0
The document summarizes a session on 21st century learning and Web 2.0 tools. It provides an agenda for the session, which will be recorded and include a discussion of 21st century skills, Web 2.0, and ways teachers can use technology. The session aims to help educators overcome feelings of being overwhelmed by new tools by connecting with others and creating, collaborating, and sharing knowledge using technologies students already use regularly.
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Teaching, Learning & Research on Web 2.0 in Education
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New tools and technologies in the age of the Web 2.0 - Communicating, produci...
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Futures of Education report
Author: Paula Mattila, Finnish national ASPnet coordinator 2014–2020
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Tämä materiaali on luotu Kirkonkylän koululla Kempeleessä lukuvuoden 2019-2020 aikana.
Olemme yksi Suomen Unesco kouluista ja kuulumme myös Pohjois Suomen Unesco koulujen Polaris verkostoon.
Materiaalin ovat työstäneet 7. luokan yrittäjyysluokka apulaisinaan 8. luokan valinnaisen kansainvälisyyskasvatusryhmä kahden opettajan johdolla.
Kellon koulu työsti oman Unesco-päivänsä syksyllä 2020. Kellon koulun materiaalit on liitetty tähän mukaan.
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Toiminnallinen kielenopetus korostaa kielen käyttöä kommunikaation välineenä. Opetuksessa hyödynnetään erilaisia tehtäviä ja tilanteita, joissa opiskelijat voivat käyttää kieltä autenttisesti. Tavoitteena on kehittää opiskelijoiden kielitaitoa ja valmiuksia käyttää kieltä erilaisissa tilanteissa.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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eTwinning PDW Helsinki 2010
- 1. Digital Media - using, sharing, producing • Jukka Orava - Senior Adviser, Helsinki Media Center • Tiina Sarisalmi - eTwinning Expert Teacher, Oriveden Keskuskoulu School
- 2. What is Web 2.0? from passive consumer to active participant open source applications and free tools for everybody focus changes from the product to the process the teacher's role changes from a distributor of knowledge to a guide on the path of learning and understanding Click here to enter questionnaire
- 3. Web 1.0 vs Web 2.0 Web 1.0 is one-way Web 2.0 is two-way Web 1.0 is authoritarian Web 2.0 is democratic Web 1.0 is passive Web 2.0 is active Web 1.0 is hierarchical Web 2.0 is network Web 1.0 is static Web 2.0 is dynamic Web 1.0 is read-only content Web 2.0 is user-generated content Web 1.0 is about companies Web 2.0 is about communities Web 1.0 is about client-server Web 2.0 is about peer-to-peer Web 1.0 is about lectures Web 2.0 is about conversation Web 1.0 is closed Web 2.0 is collaborative
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- 7. Google tools Google Docs Click here to enter eTwinning project plan Google Groups Google Calendar Google Blog – Blogger Google options iGoogle
- 8. Web 2.0 Tools for Fun Animoto - for making animated photo presentations and shows Voki - for creating your own speaking avatar Glogster - for making interactive posters Prezi - for making zooming presentations on the net Sketchfu - for drawing together and sharing Makebeliefscomix - for making your own comics Jigsawplanet - for making your own puzzles Wordle - for making word clouds Smilebox - for making scrapbooks and eCards Bitstrips - for creating comics
Editor's Notes
- https://spreadsheets.google.com/gform?key=t16re0U7Q0C5v_chgS_4Wuw&hl=en_GB#chart