This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
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This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
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Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. Fall 2009 LTT Program Rose’s e-portfolio Presentation
2. LEARNING STATEMENT # 1 I am learning about collaborative technology tools to support constructivist learning in my classroom
3. My Most Enduring & Significant Learning Activities My Share Point Site
4. My Most Enduring & Significant Learning Activities Using Google Docs Google Presentations for Early Human Project & Writing Portfolio Google Docs for Bullying Essay
6. LEARNING STATEMENT # 2 I am learning that I have to be really organized when using digital technology to feel in control as a teacher
7. Implications For Change and Growth in my Teaching Practice Need more class time and time for myself to learn new programs, preview videos and test out software
8. Implications For Change and Growth in my Teaching Practice To be organized, I have created screen casts and video casts for French.
10. LEARNING STATEMENT # 3 I am learning to explore and consider how technology can serve the learning needs of my students and the intentions of my teaching goals
11. Changes in My Thinking About Myself, Technology and Teaching and Learning Importance of Universal Design for Learning Gifted cluster – need to challenge them Curriculum Compacting in Math 7 Extension activities in LA and Socials Variety of ways to demonstrate acquisition of knowledge LD & ESL students – need to adapt course content written output and issues with fine motor skills Use of technology - netbooks and laptops in the classroom Audacity Starfall
12. Changes in My Thinking About Myself, Technology and Teaching and Learning Digital Flash Writing Portfolio using Google Presentation
14. Changes in My Thinking About Myself, Technology and Teaching and Learning Hand In box for on-line assignments
15. Changes in My Thinking About Myself, Technology and Teaching and Learning Improved communication with parents and students Surveys E-mails via distribution list
16. Changes in My Thinking About Myself, Technology and Teaching and Learning Some disadvantages & pitfalls Spend too much time doing “work”; thus, being disconnected from family “Never enough time to do anything else” Need better computers at school Need to monitor “copying & pasting” of info from the web by students for reports and presentations How to keep things “new and fresh” to reduce disengagement
17. In what ways does the learning statement connect my core beliefs, values and assumptions to new concepts and ideas? I enjoy learning new things in an effort to make learning fun and meaningful for my students, making myself a better teacher. Knowing that half of my students are willingly accessing the website regularly motivates me to try new things Inquiry based and constructivist teacher I don’t really like to “stand and deliver”. I believe that students have to be engaged in their own learning. Various extensions can be catered to the needs of specific students be they gifted or learning disabled. Technology can create a universal design for learning. I want to motivate my students to be responsible, independent learners, giving them tools to get information if they can’t reach me directly.
18. How does the learning I identify reshape how I see myself asa teacher and a learner? I am a better teacher because I am relearning how to “teach” and see how students can be frustrated with learning new things Varying strategies New set of classroom managements skills. Back up plan for when technology fails
19. What evidence from my work this semester illustrates the learning I have identified in my learning statements? Create 2 sites: public and private site before September 2009. Public site is mainly for parents to keep them up to date with school events and homework. Private, virtual classroom site is mainly for class documents, including video links, notes and handouts.
20. What evidence from my work this semester illustrates the learning I have identified in my learning statements? The following is an itemized list of what I did to complete my inquiry. Created functional Share Point Virtual Classroom website https://my43.sd43.bc.ca/schools/Hillcrest/Classes/ngo/default.aspx Created parent handout outlining my vision and field study goals re: improved parent-teacher-student communication Created a parent survey to determine parent anxiety re: technology and home habits Eg. How often do you help your child with homework and check planner? Used Polldaddy – for parents to listen to French podcasts Create an on-line survey (pre and post) for students re: internet usage & habits Taught students how to submit assignments on-line (via Hand-in Box) and how to publish their Google presentations and documents Have a regular rotation of students to update the homework calendar daily Have an active homeroom class parent e-mail distribution list for important updates
21. Data collection 2 sets of data from my students (pre/post) regarding their internet usage. Parent survey- upon listening to their child’s French podcast. Site usage data reports in SharePoint.
22. Data analysis – Pre Student Survey 26 of 26 students completed the survey (100%) Used Google forms 14 (54%) of them spend 1 hour or less on the net 15 (58%) of them plan to access the website 3 or more times per week. Students use the internet to surf, facebook, msn and complete homework
23. Data analysis – Post Student Survey 24 of 26 students completed the survey (92%) Used Polldaddy.com 12 (50%) use the website 3 or more times/week (3 less than anticipated) 20 (83%) of them have accessed the site more than 5 times between Oct and November 9 (38%) of parents access the homework calendar regularly 23 (96%) of them are accessing the internet the same or more than before
24. Data analysis – Parent Survey 48 completed surveys out of 52 (92% respondent rate) – remaining 4 had internet/computer issues. Only 1 parent was unable to open the file to listen to the podcast Only 2 parents found the podcast uninformative None of the parents found the virtual classroom useless 18 parents did not visit the homework calendar site before this survey 65% of parents check the planner daily 25% of parents help their child everyday with homework
25. Site Usage Data Most used sites in October on the public site were the homework calendar and virtual classroom link. On my virtual site the most accessed sites were the French site for the podcast survey; the Math site for math notes; the flash writing site; the Socials and Software Downloads pages.
26. The connection between the sample evidence and my learning Students are accessing both websites, making it useful for them and their parents. Recently, students have been submitting some of their assignments on-line (power triplets or completed essays) When I speak with parents, there is no excuse for the parent or the student regarding misinformation. The website can definitely enhance communication between home and school. I have found having the virtual class site to be very effective in engaging students to write.
27. Within which program capacities does your learning show growth or exploration? Explain To be honest, I feel that I have demonstrated growth in all 5 Program capacities, but really showed exploration in the following 2 capacities: To use, evaluate and integrate existing and emerging technologies into my practice (as per evidence) and To engage in a critical cycle of action-reflection to understand and develop my practice. As per results of my field study
28. Connection to Educational Theory Using the Internet to Improve Homework Communication and Completion Relevant and helped me “see” where I am in the grand scheme of things. The authors, Salend et al., mention that our class sites can be launched in up to 3 phases. I have elements of all three phases, but not all.
30. Connection to Educational Theory The School Website as a Virtual Learning Environment “Technology is still not sufficiently integrated into the learning environment of students in the modern school to allow researchers to establish whether its integration is crucial for reinforcing the quality of learning and the achievements of the education system.” This is a very relevant statement. Until full integration of technology happens, no relevant data can be collected to see a difference. Many teachers fear using tools that they are not familiar with. We are teaching a generation of students things that aren’t really relevant… we are teaching them what and how we learned… Technology is meant to help all learners (UDL) so that each child can become an independent learner. Web 2.0 students are both the participant and contributor. As teachers we must have learning activities that are relevant to our students and in their “natural” environment, the virtual environment. By not trying to integrate technology into our means of teaching, we are putting our future generations in a disadvantage. Our current methods of teaching are “obsolete”. Teachers need to create and use classroom websites to become the “vital hub” in the learner’s life.
31. Why is this learning is important to you? Desire to improve communication between the parents and myself without the need for me to personally call each parent. This website as a preventative tool rather than a reactive one. Reassuring to know that the countless hours I have spent on my website will pay off. Once I have laid the ground work, maintaining the site should not be an onerous task.
32. Vision and Goals I want to continue the incorporation of technology into my classroom I want to use our virtual class site to foster student-student interactions through on-line discussions. I want students take more ownership of their learning via my virtual class site I want to create and allow opportunities for self-directed (inquiry based) learning next term. Mesopotamia Webquest Myth Trailer (Movie Maker) based on student created myth
