This document provides guidance for an ICT session on e-safety topics. It instructs participants to search online for resources on topics like cyberbullying, social media use, and filtering to post on their blogs, along with comments. It also shares statistics from a survey on cyberbullying, such as that 50% of respondents had been cyberbullied. Finally, it reminds participants to complete tasks like catching up on blog posts and the course evaluation.
a presentation I gave at my children's school on how the Internet is changing our children's lives and how you can learn to be able to help them use it.
Presentation on Cyber Safety presented at the ETC! 2009 conference in Modesto, CA to K-12 school district adminstrators and teachers. This slide show is my portion, discussing the definition of cybersafety.
ET 509 Portfolio Assignment Internet Safety PPT Presentation for Staff Profes...mulingoh
This assignment has been submitted as part fulfillment for a Masters Degree in Educational Technology at The American College of Education.
Any comments, opinions or suggestions, to improve this assignment are highly welcome. Please feel free to contact through email, mulingoh@hotmail.com, or at yahoo.com.
Thank you.
A presentation given by LIFARS at a conference MEPA EU Police Academy conference on May 2016. It covers the dangers that the internet and social media pose to children and adolescents. More and more, we're seeing that social media are opening the gates to cyberbullying, cyber extortion, sextortion, cyber stalking and more. Any parts of this presentation can be adopted and reused as long as attribution is given. For inquiries, please contact pr@lifars.com.
a presentation I gave at my children's school on how the Internet is changing our children's lives and how you can learn to be able to help them use it.
Presentation on Cyber Safety presented at the ETC! 2009 conference in Modesto, CA to K-12 school district adminstrators and teachers. This slide show is my portion, discussing the definition of cybersafety.
ET 509 Portfolio Assignment Internet Safety PPT Presentation for Staff Profes...mulingoh
This assignment has been submitted as part fulfillment for a Masters Degree in Educational Technology at The American College of Education.
Any comments, opinions or suggestions, to improve this assignment are highly welcome. Please feel free to contact through email, mulingoh@hotmail.com, or at yahoo.com.
Thank you.
A presentation given by LIFARS at a conference MEPA EU Police Academy conference on May 2016. It covers the dangers that the internet and social media pose to children and adolescents. More and more, we're seeing that social media are opening the gates to cyberbullying, cyber extortion, sextortion, cyber stalking and more. Any parts of this presentation can be adopted and reused as long as attribution is given. For inquiries, please contact pr@lifars.com.
Bloxx Survey: IT executives shared their concerns with BYOD & Social Media use in educational environments
Overcome barriers to ensure success in rolling out a BYOD initiative
Support safe and secure BYOD learning through technology
Develop an Acceptable Use Policy to keep staff and students safe and secure online
Understand how to utilise Social Media as an educational resource
Educate staff and students in best practices for social networking
Investigating Tertiary Students’ Perceptions on Internet SecurityITIIIndustries
Internet security threats have grown from just simple viruses to various forms of computer hacking, scams, impersonation, cyber bullying, and spyware. The Internet has great influence on most people. It has profound influence and one can spend endless hours on internet activities. In particular, youth engage in more online activities than any other age group. Excessive internet usage is an emerging threat that has negative impacts on these youth; hence it is vital to investigate youths' online behavior. This work studies tertiary students’ risk awareness, and provides some findings that allow us to understand their knowledge on risks and their behavior towards online activities. It reveals several important online issues amongst tertiary students; Firstly, the lack of online security awareness; second, a lack of awareness and information about the dangers of rootkits, internet cookies and spyware; thirdly, female students are more unflinching than male students when commenting on social networking sites; fourthly, students are cautious only when obvious security warnings are present; and finally, their usage of internet hotspots is common without fully understanding its associated danger. These findings enable us to recommend types of internet security habits and safety practices that students should adopt in future when they are exposed to online activities. A more holistic approach was considered which aims to minimize any future risks and dangers with online activities involving students.
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
6. Use a range of search engines to find resources that you
might use to teach pupils about one of these topics
related to e-safety.
— Safe searching
— Respecting copyright
— Cyberbullying
— Using social networking responsibly
— Your digital footprint
— Why and how we filter
— Avoiding viruses and other malware
Post links to the best which you find to your blog,
together with some comments on each.
7.
8.
9.
10. Article 13
1. The child shall have the right to freedom of
expression; this right shall include freedom to seek,
receive and impart information and ideas of all kinds,
regardless of frontiers, either orally, in writing or in print,
in the form of art, or through any other media of the
child's choice.
2. The exercise of this right may be subject to certain
restrictions, but these shall only be such as are provided
by law and are necessary:
(a) For respect of the rights or reputations of others; or
(b) For the protection of national security or of public
order, or of public health or morals.
11.
12. — Byron
— Content
— Contact
— Conduct
— Digital footprint
— Opportunities lost
13. — A significant problem
— Beatbullying asked almost 2,500 young
people about cyberbullying to find out
what's going on. >
— 50% said they'd been cyberbullied
— 29% told no-one about being
cyberbullied
— 73% said they knew who was
sending them bullying messages
— 11% admitted to being a cyberbully
CC by studiostoer
— Don t be mean on the screen
— CyberMentors >
19. — Catch
up
with
any
missing
posts
from
your
blog
— Please
keep
blogging,
about
anything
ICT
related
on
the
programme
(and
beyond)
— We’d
love
to
see
your
English
IWB
Presentations
— We’d
love
to
see
your
T&L
videos
— Complete
the
course
evaluation
— More
embedding
in
Years
2
and
3
— “ICT
and
[a
foundation
subject]”
in
Year
3
— ICT
for
inclusion;
ARGaming
as
CW
options
in
Year
3