This lesson plan aims to teach middle school students about copyright law. It will have the students analyze copyright scenarios, apply their knowledge to create a group project demonstrating copyright rules, and present their project using various technologies. The students will be divided into groups, shown a Prezi lesson on copyright, research copyright issues online, and act out scenarios correctly and incorrectly using copyrighted material. They will then create a media presentation using tools like Animoto or videos to illustrate their scenarios and what they learned about copyright.
A presentation for the Blended Librarian community on digital literacies, the future of the information literacy standards, and the use of library resources within multimedia assignments.
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
A presentation for the Blended Librarian community on digital literacies, the future of the information literacy standards, and the use of library resources within multimedia assignments.
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Данилова М.И., МФТИ. Продвижение вуза в международных рейтингах: подходы МФТИ. IBS
Обсудить материал и узнать много нового по теме можно в экспертном сообществе IBS, посвященном вопросам информатизации вузов: https://www.facebook.com/groups/UniFuture/
Материалы всероссийской практической конференции «Современный вуз – на пике новых информационных технологий» (Казань, 22-23 мая 2014). Организаторы: Министерство образования и науки Республики Татарстан, Поволжская государственная академия физической культуры, спорта и туризма и компания IBS
L'Agenzia Investigativa EUROPOL offre alla propria clientela, da oltre un ventennio, tutti i servizi a tutela del credito e del patrimonio, quali le informazioni commerciali anche per recupero del credito, le investigazioni private, le investigazioni aziendali, il rintraccio dei debitori, il rintraccio dei conti correnti di un debitore, sino alle indagini aziendali, come quelle anti assenteismo dei dipendenti infedeli, assenteisti cronici.
Д.Кречман, Гиперметод. Реализация требований ФЗ "Об образовании" на примере о...IBS
Обсудить материал и узнать много нового по теме можно в экспертном сообществе IBS, посвященном вопросам информатизации вузов: https://www.facebook.com/groups/UniFuture/
Материалы всероссийской практической конференции «Современный вуз – на пике новых информационных технологий» (Казань, 22-23 мая 2014). Организаторы: Министерство образования и науки Республики Татарстан, Поволжская государственная академия физической культуры, спорта и туризма и компания IBS
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Данилова М.И., МФТИ. Продвижение вуза в международных рейтингах: подходы МФТИ. IBS
Обсудить материал и узнать много нового по теме можно в экспертном сообществе IBS, посвященном вопросам информатизации вузов: https://www.facebook.com/groups/UniFuture/
Материалы всероссийской практической конференции «Современный вуз – на пике новых информационных технологий» (Казань, 22-23 мая 2014). Организаторы: Министерство образования и науки Республики Татарстан, Поволжская государственная академия физической культуры, спорта и туризма и компания IBS
L'Agenzia Investigativa EUROPOL offre alla propria clientela, da oltre un ventennio, tutti i servizi a tutela del credito e del patrimonio, quali le informazioni commerciali anche per recupero del credito, le investigazioni private, le investigazioni aziendali, il rintraccio dei debitori, il rintraccio dei conti correnti di un debitore, sino alle indagini aziendali, come quelle anti assenteismo dei dipendenti infedeli, assenteisti cronici.
Д.Кречман, Гиперметод. Реализация требований ФЗ "Об образовании" на примере о...IBS
Обсудить материал и узнать много нового по теме можно в экспертном сообществе IBS, посвященном вопросам информатизации вузов: https://www.facebook.com/groups/UniFuture/
Материалы всероссийской практической конференции «Современный вуз – на пике новых информационных технологий» (Казань, 22-23 мая 2014). Организаторы: Министерство образования и науки Республики Татарстан, Поволжская государственная академия физической культуры, спорта и туризма и компания IBS
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IBS Insurance: личный кабинет – дорога к клиентуIBS
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A basic overview of Google Analytics. The slide talks about how google analytics can help track key information such as visits, unique visitors, pageviews, traffic sources for your website.
It also talks about important features of google analytics such as goals & a brief about account, property & profile views.
These lesson plans include a set of sequentially organised tasks and use digital tools appropriate for the potential development of 21st century skills.
The content and activities included challenge students to use ICT tools for learning, communication, collaboration and knowledge construction. The lesson plan design is inspired by the pedagogical model proposed in the Future Classroom Toolkit (FCT) http://fcl.eun.org/toolkit. The lessons can be adapted for use in a single school, or for collaboration with schools from the same or from different countries. The final product could be a digital artefact (website, audio, blog, video) in a foreign language related to one of the themes.
Assessment is formative, conducted through feedback triggered by the teacher on products created and reflections recorded by students.
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
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Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Biological screening of herbal drugs: Introduction and Need for
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Final identifying and demonstrating knowledge of copyright rules
1. ASSURE Lesson Plan
Pamela Brewer, Rebecca Calderon, Sara Dspain, Meg Ferguson, Qwame
Nelloms, Amy Trietsch
2. General Characteristics
~Mrs. Smith’s reading class of 27 middle school, ages 13 and 14, is of
average ability.
~Two students are identified as ESL and one has been recommended for
testing to see if he qualifies for special education assistance.
Entry Competencies
~Students have a working knowledge of these technology applications:
using the Internet, word processing, PowerPoint, video cameras, Animoto
~Students have a limited knowledge of copyright law and rules for citing
sources in all formats.
Learning Styles
~These are digital natives who are used to collaborative learning and have
been taught through the Constructivist model.
~Most prefer hands-on activities.
3. Audience:
The middle school students of Mrs. Smith’s class.
Behavior:
TLW analyze components of a scenario involving copyright decisions to determine whether the
application of the law was acceptable or not.
TLW apply knowledge from the Prezi lesson to create a small-group project illustrating correct use of
copyright.
TLW identify and demonstrate knowledge of copyright rules.
TLW select appropriate media to develop a presentation on copyright issues they might encounter
while completing a research project.
TLW present a media project based on their group’s work with copyright issues.
TLW write a script presenting both of their group’s scenarios dealing with copyright issues.
Conditions and Degree:
Utilizing information from the Prezi lesson, students will incorporate word processing, PowerPoint (or similar
media) to develop a three to five-minute presentation illustrating both the correct and incorrect way to use
copyrighted materials. All group members are expected to provide input in the development of the
project. Additional technology may be incorporated into completing the project: video camera, software
applications such as Animoto or Voki, etc. Remember, the completed project is designed to present your
ideas in a polished, professional way, not to be a showcase of all possible font styles and slide
4. Methods:
1. Divide students into groups of 3.
2. Prezi lesson explaining copyright research task.
3. Student groups research their assigned copyright issue using a
programmed list of Internet sites.
4. Provide copyright scenarios to each group. One scene "shows" copyright
infringement. The second scenario has the actors utilizing copyrighted
material correctly.
5. Students act out the wrong way to gather information and the right way.
6. Students utilize technology to present their copyright dramas: Voki or
Animoto to represent one "lesson" or film themselves and embed the
video into another slide.
Group analyzes scenarios listing what was done correctly and what was
done incorrectly with the copyrighted material.
5. Materials Selection Rubric:
Components for the lesson were chosen because they align with state
and NETS-S standards and with lesson objectives and outcomes.
They come from trusted sources and contain up-to-date information.
1. Teacher-made Prezi to introduce and teach copyright.
2. Internet sources:
http://www.teachingcopyright.org/
(A project of the Electronic Frontier Foundation) Deals with information and
misinformation about copyright.
http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exp
Lessons developed as collaborative professional project with the
American Library Association Office for Information Technology Policy and the
American Association of School Librarians (AASL).
6. Preview Technology and Materials:
Conduct an Internet search for accurate grade-level information concerning copyright.
Review lesson components presented in these sources. Determine which information to use
in the introductory Prezi lesson.
Develop media presentation to last 3-5 minutes. Practice delivering it.
Select Materials:
Write 18 copyright scenarios: 9 showing correct use of copyrighted materials and 9
showing copyright infringements.
Prepare group instruction cards.
Assign groups to computer stations.
Have video and still cameras available. Insure headphones are working on computers.
Prepare the Learners:
Prepare lesson overview statement.
Provide real-life rationale: Modern recording groups who have gotten in trouble by "copying”
excerpts of other’s work.
7. Learners Practice:
1. Students will practice the concepts from the Prezi lesson
by writing two short “dramas” dealing with copyright
issues (both correct usage and copyright infringement).
2. Students will utilize technology as a productivity tool as
they synthesize the information presented with their
scenarios to create a media lesson for their peers.
3. Students will utilize technology as a communication tool
in their final lesson project: giving a media presentation of
what they learned.
8. Learners will complete an informal
evaluation of their work both
individually and as a group.
The instructor will evaluate the individuals
and groups with both a formative and
summative rubric.
9.
§126.12. Technology Applications (Computer Literacy), Grades 6-8.
(2)(D) develop strategies for capturing digital files while conserving memory and
retaining image quality.
(3)(A) discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods;
(3)(C) describe the consequences regarding copyright violations including, but not
limited to, computer hacking, computer piracy, intentional virus setting, and invasion of
privacy;
(8)(A) participate with electronic communities as a learner, initiator, contributor, and
teacher/mentor;
10. 1. Creativity and Innovation:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. Communication and Collaboration:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency:
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making:
b. Plan and manage activities to develop a solution or complete a project.