Mobile Learning Using The iPod Touch - A Panel Discussion at Spring CUE 11Mobicip.com
The iPod Touch is increasingly being adopted as a mobile learning device by schools. The ecosystem of applications, device management, and wireless connectivity is making the deployment of these devices in the classroom possible while enforcing school policies. At Rowan-Salisbury, every student in participating 21st century classrooms carries a school-issued iPod Touch. Teachers have found inventive ways of utilizing these devices to support educational needs. At Comal ISD, English language learners have been issued an iPod Touch pre-loaded with specific applications and tasks designed to align with individual learning objectives. At Culbreth Middle, students use the iPod Touches for a variety of project-based learning tasks. In this discussion, the panel will talk about the challenges faced from different perspectives - leadership, technology, budget, policy, deployment challenges, device management, classroom use, and results.
Emerging Social Business Strategies in 2010 | Social Business Summit 2010Dion Hinchcliffe
This document discusses emerging social business strategies in 2010. It examines strategies like enterprise 2.0, online communities, open supply chains, open business models, and crowdsourcing. It notes that these strategies leverage network effects, peer production, and open collaboration. While these strategies provide benefits like innovation, cost reductions, and competitive advantages, they also face challenges adopting a new cultural mindset and relinquishing some control. Overall, the document advocates that businesses reimagine themselves using a "social lens" to harness collective intelligence through new online models.
The document discusses the future of service-oriented architecture (SOA) and how it will transform how computer systems and services interact over the internet. Specifically:
1) SOA will allow computer systems to programmatically discover, use and pay for services over the internet in an automated way, similar to how people use websites today.
2) This will create a "World Wide Services" platform where any system can offer and consume services from other systems to solve complex problems without direct user involvement.
3) New technologies, standards, roles and business models will be needed to realize this vision, including service search engines, service consumers, service-oriented programming languages, identity management and payment systems.
Reto 2.0 Webcast: The Emerging Technical And Business Models Of Web 2.0Dion Hinchcliffe
The document provides an overview of a webcast on emerging technical and business models of Web 2.0. It discusses key concepts like network effects, collective intelligence, and turning applications into platforms. It also covers sourcing functionality from third parties, new distribution models like APIs, widgets, and social networking apps, and how these can increase adoption and traffic. The core of Web 2.0 applications is controlling valuable data and leveraging network effects.
Ca executive leadership forum (0101112)Bryan Reece
This document summarizes Cerritos College's efforts to improve developmental education outcomes through the use of technology. It describes how the college implemented programs like iFalcon to teach soft skills, expanded tutoring services at the Success Center, and used the MyFoundationsLab platform for assessment preparation and basic skills math courses. Data shows improvements in student success, retention, and completion rates college-wide and across demographic groups from 2009-2012 following these initiatives.
Mobile Learning Using The iPod Touch - A Panel Discussion at Spring CUE 11Mobicip.com
The iPod Touch is increasingly being adopted as a mobile learning device by schools. The ecosystem of applications, device management, and wireless connectivity is making the deployment of these devices in the classroom possible while enforcing school policies. At Rowan-Salisbury, every student in participating 21st century classrooms carries a school-issued iPod Touch. Teachers have found inventive ways of utilizing these devices to support educational needs. At Comal ISD, English language learners have been issued an iPod Touch pre-loaded with specific applications and tasks designed to align with individual learning objectives. At Culbreth Middle, students use the iPod Touches for a variety of project-based learning tasks. In this discussion, the panel will talk about the challenges faced from different perspectives - leadership, technology, budget, policy, deployment challenges, device management, classroom use, and results.
Emerging Social Business Strategies in 2010 | Social Business Summit 2010Dion Hinchcliffe
This document discusses emerging social business strategies in 2010. It examines strategies like enterprise 2.0, online communities, open supply chains, open business models, and crowdsourcing. It notes that these strategies leverage network effects, peer production, and open collaboration. While these strategies provide benefits like innovation, cost reductions, and competitive advantages, they also face challenges adopting a new cultural mindset and relinquishing some control. Overall, the document advocates that businesses reimagine themselves using a "social lens" to harness collective intelligence through new online models.
The document discusses the future of service-oriented architecture (SOA) and how it will transform how computer systems and services interact over the internet. Specifically:
1) SOA will allow computer systems to programmatically discover, use and pay for services over the internet in an automated way, similar to how people use websites today.
2) This will create a "World Wide Services" platform where any system can offer and consume services from other systems to solve complex problems without direct user involvement.
3) New technologies, standards, roles and business models will be needed to realize this vision, including service search engines, service consumers, service-oriented programming languages, identity management and payment systems.
Reto 2.0 Webcast: The Emerging Technical And Business Models Of Web 2.0Dion Hinchcliffe
The document provides an overview of a webcast on emerging technical and business models of Web 2.0. It discusses key concepts like network effects, collective intelligence, and turning applications into platforms. It also covers sourcing functionality from third parties, new distribution models like APIs, widgets, and social networking apps, and how these can increase adoption and traffic. The core of Web 2.0 applications is controlling valuable data and leveraging network effects.
Ca executive leadership forum (0101112)Bryan Reece
This document summarizes Cerritos College's efforts to improve developmental education outcomes through the use of technology. It describes how the college implemented programs like iFalcon to teach soft skills, expanded tutoring services at the Success Center, and used the MyFoundationsLab platform for assessment preparation and basic skills math courses. Data shows improvements in student success, retention, and completion rates college-wide and across demographic groups from 2009-2012 following these initiatives.
The document provides an overview of Tagai State College, which operates across a large remote region in Australia. It includes quick facts about the college's operations, demographics, staffing, and achievements. Some key points:
- The college serves over 7,250 students across 23 sites across a vast 48,000 square kilometer region.
- 85% of students identify as Aboriginal or Torres Strait Islander.
- The college has over 400 employees including 181 teachers.
- Student attendance has increased from 87.2% in 2009 to 91.1% in 2011.
- The college has had success in improving student outcomes and has won several awards for excellence.
Mid Year Accountability Report - January 2013earbetter
This mid-year accountability report from Walker Elementary School summarizes their progress in English Language Arts. It shows their 5-year ELA trend data, with a current proficiency rate of 58% for 3rd grade, 46% for 4th grade, and 50% for 5th grade. To improve student achievement, the teachers have implemented strategies like higher-level questioning, student-friendly learning targets, and self-assessment. Currently, 24% of students are below grade level based on reading levels. For the second semester, the school plans to increase assessment literacy strategies, focus on high-level questioning, and provide more rigorous instructional activities.
Using quizlet flashcards to study vocabularyandrewcimrie
This document discusses using the online flashcard tool Quizlet to help students learn vocabulary. It provides an overview of Quizlet's main features, including creating flashcards, study modes, tracking student progress, mobile access, and classroom integration. The author describes a study comparing vocabulary test performance between students who used Quizlet, those who made paper flashcards, and a control group. The results showed significantly higher scores for the Quizlet group, suggesting mobile access helped reinforce their learning. The document concludes that Quizlet can be an effective way to help students deliberately learn vocabulary when combined with other study methods.
Woodcrest Elementary School - Kindergarten-5th GradeWoodcrest School
Woodcrest Elementary School and
Woodcrest Preschool
ANNUAL FAMILY FUN DAY / OPEN HOUSE
Showcasing our amazing academic curriculum and teachers in Tarzana, Agoura, Newbury Park, and Lake Forest!
Saturday, February 4, 2012
11:00am - 1:00pm
All family welcome to participate in fun crafts, cooking projects, activities, free food, and much more. For more information, please visit www.woodcrestpreschool.com. A special offer is included online.
Family Fun Day is at our Tarzana, Agoura, Newbury Park, and Lake Forest Preschools.
Woodcrest Preschool - Tarzana
Ages served: 2-5
6043 Tampa Ave.
Tarzana, CA 91356
(818) 345-3002
lic#191290059
Woodcrest Preschool - Sherman Oaks
{no family fun day -- existing waiting list}
Ages served: 2-5
13562 Ventura Blvd.
Sherman Oaks, CA 91423
(818) 783-2930
lic#191231426
Woodcrest Preschool - Agoura
Ages: Toddler-5
28370 Roadside Dr.
Agoura, CA 91301
(818) 889-9841
lic#197402148
Woodcrest Preschool - Newbury Park
Ages Served: Toddler-5
107 Teardrop Court
Newbury Park, CA 91320
(805) 375-7788
lic#566205350
Woodcrest Preschool - Lake Forest
Ages Served: Inf,Todd,Pre,Kinder
21772 Lake Forest Dr.
Lake Forest, CA 92630
(949) 859-0805
lic#304270420 preschool
lic#304270421 infants
DID YOU KNOW?
We also have an amazing private Elementary School for Kindergarten to 5th Grade? Go to www.WoodcrestSchool.com to learn more.
Exploring camps for this summer? Look no further. Also in the family:
Valley Trails (Tarzana), VT Ranch (Santa Clarita) and
Cottontail Ranch for all your summer camp needs!
Tarzana Camp
6043 Tampa Avenue
Tarzana, CA 91356
818-345-3002
info@valleytrails.com
www.valleytrails.com
Santa Clarita Location
30910 S. Sloan Canyon Road
Castaic, CA 91384
661-257-0266
info@vtranch.com
www.vtranch.com
CottonTail Ranch
at VT Ranch
www.campcottontail.com
Blending Web 2.0 tools in the English language classroomHala Nur
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Language teaching is changing faster than gasoline evaporates. Follow one ESL teacher's career from the classroom to cyberspace using a customized speaking program, LinkedIN and Skype.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
Technology in the language classroom 2014tokyonami
This document summarizes a 2014 technology training course for teachers. The course will:
1. Introduce practical language learning activities that can be supplemented with technology tools, through hands-on sessions exploring multimedia, course management systems, and mobile apps.
2. Cover topics like using images, audio and video in lessons, mobile learning through wireless devices, and interactive activities using tools like Skype and classroom games.
3. Explain how to manage course content through systems like Moodle, WordPress, and Google Drive, and apps for packaging mobile content and lessons.
This document discusses how teachers can use the Swivl device to easily create flipped classroom videos for students. The Swivl works with iPods, iPhones, and iPads to allow teachers to record lessons while standing in front of a whiteboard and upload videos directly to YouTube. Creating videos takes less than 30 minutes. The portable Swivl can be used in any classroom to record content review sessions and test preparations in order to engage students in typically boring subjects like math and science.
The document summarizes an English immersion program for higher education. It outlines the Ameritas model which provides integrated academic and student services through various program strands such as assessment, curriculum, instruction, staff development, and community involvement. It describes the program structure including language scaffolding and skill scaffolding over multiple courses. Contextualized teaching and learning methods are also summarized, such as the use of ePortfolios and career-focused assignments. Finally, it discusses how the program maps course and language learning outcomes to the Lumina Degree Qualification Profile.
This presentation was given by Jan Kaay, principal of Luther Burbank Elementary School in Mountain View, CA. The presentation, given at the Pacific District Executive Forum on March 11, 2009, is an overview of how the school has successfully integrated both the Waterford Early Learning Program and SuccessMaker Enterprise to improve student achievement outcomes.
This document analyzes results from PPAA English tests taken across Puerto Rico. Key points:
1. Reading, writing, and listening/speaking scores are provided for 3rd-11th grades island-wide and by region.
2. Priorities for improvement are identified as reading, 7th grade, and districts with the highest basic/pre-basic scores including Vega Alta, Bayamón, Cidra, Canóvanas, Mayagüez, Ponce and San Juan II.
3. Strategies are to be discussed for boosting student performance on PPAA tests based on the analysis of scores by content area, grade level and region.
The document summarizes the achievements and events at Sembawang Secondary School in 2011. It discusses the school's focus on developing students holistically and ensuring support structures are in place to help students succeed. It highlights academic achievements including high passes rates in Mother Tongue exams and an award won by the Mediacomm Club. It also describes enrichment trips to Universal Studios and the Sungei Buloh Wetland Reserve organized to reward student efforts and bring lessons to life. Meet-the-Parents sessions allowed teachers to update parents on their child's progress.
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the key emphasis is on facilitation and ensuring resources are accessible and useful for students. A variety of digital tools are presented, along with tips for integrating them in a blended learning approach and empowering students to take control of their learning. Caution is given to not assume students will be comfortable with technology and to focus on facilitation over any individual tools.
Presentation on Audio Tools for CALD learnersLynne Gibb
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the document emphasizes that effective facilitation and supporting students is more important. A variety of digital tools are presented, such as Voki for creating speaking avatars, and Voxopop for practicing speaking and encouraging conversation. The document encourages educators to experiment with tools to find what works best and get students excited about integrating technology in a blended learning approach.
For ELLs to succeed, ESL teachers must wear three hats. They must provide systematic English language development, content support, and be advocates and experts. This session will explore all three roles, offering practical tips and resources for each.
Visual learning tools for students with dyslexia andJulia Koifman
This document discusses visual learning tools that can help students with dyslexia and ADHD. It begins by introducing dyslexia and ADHD and how traditional teaching methods may not engage students with these learning disabilities. It then recommends using modern methods that incorporate educational technology and visual aids. Specific tools mentioned include interactive whiteboards, smartphones, tablets, YouTube videos, and apps. The document provides examples of how tools like online exercises, stories with images and subtitles, and songs can help with skills like spelling, vocabulary, and comprehension. It concludes by listing some tips for the dyslexic classroom and examples of apps that target skills like sight words and writing.
Studies have shown that when it comes to learning foreign languages, combining technology and human instruction is more powerful than either computer learning or human instruction alone. The flipped classroom is an exciting new methodology in education where students “front load” their language abilities by learning vocabulary and phrases independently before each class. Teachers then build on what their students have already learned, practicing and applying that knowledge in class through communicative activities and task-based strategies. The result is a more rewarding classroom experience, with more time spent actively engaging in the language, rather than passively listening.
This presentation, given at the 2015 FLEAT Conference at Harvard University, will teach you how to flip your class and enjoy the wealth of benefits to both teacher and student alike.
The document discusses using supplemental instruction (SI) to support online students. It introduces four SI leaders and their roles. SI provides weekly review sessions led by experienced students. Research shows SI improves grades for all students. The document then describes how online SI (OSI) works through virtual sessions, and shares data showing higher grades for OSI participants. Student quotes praise OSI for its personal approach, ability to ask questions, and improved understanding of course material.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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Similar to From Implementation to Device Management - a panel discussion at Mobile 2011
The document provides an overview of Tagai State College, which operates across a large remote region in Australia. It includes quick facts about the college's operations, demographics, staffing, and achievements. Some key points:
- The college serves over 7,250 students across 23 sites across a vast 48,000 square kilometer region.
- 85% of students identify as Aboriginal or Torres Strait Islander.
- The college has over 400 employees including 181 teachers.
- Student attendance has increased from 87.2% in 2009 to 91.1% in 2011.
- The college has had success in improving student outcomes and has won several awards for excellence.
Mid Year Accountability Report - January 2013earbetter
This mid-year accountability report from Walker Elementary School summarizes their progress in English Language Arts. It shows their 5-year ELA trend data, with a current proficiency rate of 58% for 3rd grade, 46% for 4th grade, and 50% for 5th grade. To improve student achievement, the teachers have implemented strategies like higher-level questioning, student-friendly learning targets, and self-assessment. Currently, 24% of students are below grade level based on reading levels. For the second semester, the school plans to increase assessment literacy strategies, focus on high-level questioning, and provide more rigorous instructional activities.
Using quizlet flashcards to study vocabularyandrewcimrie
This document discusses using the online flashcard tool Quizlet to help students learn vocabulary. It provides an overview of Quizlet's main features, including creating flashcards, study modes, tracking student progress, mobile access, and classroom integration. The author describes a study comparing vocabulary test performance between students who used Quizlet, those who made paper flashcards, and a control group. The results showed significantly higher scores for the Quizlet group, suggesting mobile access helped reinforce their learning. The document concludes that Quizlet can be an effective way to help students deliberately learn vocabulary when combined with other study methods.
Woodcrest Elementary School - Kindergarten-5th GradeWoodcrest School
Woodcrest Elementary School and
Woodcrest Preschool
ANNUAL FAMILY FUN DAY / OPEN HOUSE
Showcasing our amazing academic curriculum and teachers in Tarzana, Agoura, Newbury Park, and Lake Forest!
Saturday, February 4, 2012
11:00am - 1:00pm
All family welcome to participate in fun crafts, cooking projects, activities, free food, and much more. For more information, please visit www.woodcrestpreschool.com. A special offer is included online.
Family Fun Day is at our Tarzana, Agoura, Newbury Park, and Lake Forest Preschools.
Woodcrest Preschool - Tarzana
Ages served: 2-5
6043 Tampa Ave.
Tarzana, CA 91356
(818) 345-3002
lic#191290059
Woodcrest Preschool - Sherman Oaks
{no family fun day -- existing waiting list}
Ages served: 2-5
13562 Ventura Blvd.
Sherman Oaks, CA 91423
(818) 783-2930
lic#191231426
Woodcrest Preschool - Agoura
Ages: Toddler-5
28370 Roadside Dr.
Agoura, CA 91301
(818) 889-9841
lic#197402148
Woodcrest Preschool - Newbury Park
Ages Served: Toddler-5
107 Teardrop Court
Newbury Park, CA 91320
(805) 375-7788
lic#566205350
Woodcrest Preschool - Lake Forest
Ages Served: Inf,Todd,Pre,Kinder
21772 Lake Forest Dr.
Lake Forest, CA 92630
(949) 859-0805
lic#304270420 preschool
lic#304270421 infants
DID YOU KNOW?
We also have an amazing private Elementary School for Kindergarten to 5th Grade? Go to www.WoodcrestSchool.com to learn more.
Exploring camps for this summer? Look no further. Also in the family:
Valley Trails (Tarzana), VT Ranch (Santa Clarita) and
Cottontail Ranch for all your summer camp needs!
Tarzana Camp
6043 Tampa Avenue
Tarzana, CA 91356
818-345-3002
info@valleytrails.com
www.valleytrails.com
Santa Clarita Location
30910 S. Sloan Canyon Road
Castaic, CA 91384
661-257-0266
info@vtranch.com
www.vtranch.com
CottonTail Ranch
at VT Ranch
www.campcottontail.com
Blending Web 2.0 tools in the English language classroomHala Nur
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Language teaching is changing faster than gasoline evaporates. Follow one ESL teacher's career from the classroom to cyberspace using a customized speaking program, LinkedIN and Skype.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
Technology in the language classroom 2014tokyonami
This document summarizes a 2014 technology training course for teachers. The course will:
1. Introduce practical language learning activities that can be supplemented with technology tools, through hands-on sessions exploring multimedia, course management systems, and mobile apps.
2. Cover topics like using images, audio and video in lessons, mobile learning through wireless devices, and interactive activities using tools like Skype and classroom games.
3. Explain how to manage course content through systems like Moodle, WordPress, and Google Drive, and apps for packaging mobile content and lessons.
This document discusses how teachers can use the Swivl device to easily create flipped classroom videos for students. The Swivl works with iPods, iPhones, and iPads to allow teachers to record lessons while standing in front of a whiteboard and upload videos directly to YouTube. Creating videos takes less than 30 minutes. The portable Swivl can be used in any classroom to record content review sessions and test preparations in order to engage students in typically boring subjects like math and science.
The document summarizes an English immersion program for higher education. It outlines the Ameritas model which provides integrated academic and student services through various program strands such as assessment, curriculum, instruction, staff development, and community involvement. It describes the program structure including language scaffolding and skill scaffolding over multiple courses. Contextualized teaching and learning methods are also summarized, such as the use of ePortfolios and career-focused assignments. Finally, it discusses how the program maps course and language learning outcomes to the Lumina Degree Qualification Profile.
This presentation was given by Jan Kaay, principal of Luther Burbank Elementary School in Mountain View, CA. The presentation, given at the Pacific District Executive Forum on March 11, 2009, is an overview of how the school has successfully integrated both the Waterford Early Learning Program and SuccessMaker Enterprise to improve student achievement outcomes.
This document analyzes results from PPAA English tests taken across Puerto Rico. Key points:
1. Reading, writing, and listening/speaking scores are provided for 3rd-11th grades island-wide and by region.
2. Priorities for improvement are identified as reading, 7th grade, and districts with the highest basic/pre-basic scores including Vega Alta, Bayamón, Cidra, Canóvanas, Mayagüez, Ponce and San Juan II.
3. Strategies are to be discussed for boosting student performance on PPAA tests based on the analysis of scores by content area, grade level and region.
The document summarizes the achievements and events at Sembawang Secondary School in 2011. It discusses the school's focus on developing students holistically and ensuring support structures are in place to help students succeed. It highlights academic achievements including high passes rates in Mother Tongue exams and an award won by the Mediacomm Club. It also describes enrichment trips to Universal Studios and the Sungei Buloh Wetland Reserve organized to reward student efforts and bring lessons to life. Meet-the-Parents sessions allowed teachers to update parents on their child's progress.
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the key emphasis is on facilitation and ensuring resources are accessible and useful for students. A variety of digital tools are presented, along with tips for integrating them in a blended learning approach and empowering students to take control of their learning. Caution is given to not assume students will be comfortable with technology and to focus on facilitation over any individual tools.
Presentation on Audio Tools for CALD learnersLynne Gibb
This document provides guidance on using digital resources to support Culturally and Linguistically Diverse (CALD) learners. It discusses how tools like wikis, discussion boards, messaging, and online classrooms can facilitate support and engagement if used properly. While technology is highlighted, the document emphasizes that effective facilitation and supporting students is more important. A variety of digital tools are presented, such as Voki for creating speaking avatars, and Voxopop for practicing speaking and encouraging conversation. The document encourages educators to experiment with tools to find what works best and get students excited about integrating technology in a blended learning approach.
For ELLs to succeed, ESL teachers must wear three hats. They must provide systematic English language development, content support, and be advocates and experts. This session will explore all three roles, offering practical tips and resources for each.
Visual learning tools for students with dyslexia andJulia Koifman
This document discusses visual learning tools that can help students with dyslexia and ADHD. It begins by introducing dyslexia and ADHD and how traditional teaching methods may not engage students with these learning disabilities. It then recommends using modern methods that incorporate educational technology and visual aids. Specific tools mentioned include interactive whiteboards, smartphones, tablets, YouTube videos, and apps. The document provides examples of how tools like online exercises, stories with images and subtitles, and songs can help with skills like spelling, vocabulary, and comprehension. It concludes by listing some tips for the dyslexic classroom and examples of apps that target skills like sight words and writing.
Studies have shown that when it comes to learning foreign languages, combining technology and human instruction is more powerful than either computer learning or human instruction alone. The flipped classroom is an exciting new methodology in education where students “front load” their language abilities by learning vocabulary and phrases independently before each class. Teachers then build on what their students have already learned, practicing and applying that knowledge in class through communicative activities and task-based strategies. The result is a more rewarding classroom experience, with more time spent actively engaging in the language, rather than passively listening.
This presentation, given at the 2015 FLEAT Conference at Harvard University, will teach you how to flip your class and enjoy the wealth of benefits to both teacher and student alike.
The document discusses using supplemental instruction (SI) to support online students. It introduces four SI leaders and their roles. SI provides weekly review sessions led by experienced students. Research shows SI improves grades for all students. The document then describes how online SI (OSI) works through virtual sessions, and shares data showing higher grades for OSI participants. Student quotes praise OSI for its personal approach, ability to ask questions, and improved understanding of course material.
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
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Social Laboratory, New Zealand,
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Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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From Implementation to Device Management - a panel discussion at Mobile 2011
1. From Implementation to Device
Management
A Panel Discussionat #Mobile2011
Suren Ramasubbu Phil Hardin
CEO Exec Director of Education
Mobicip.comHuffPost Technology
Blogger
Jennifer Wivagg
Technology Susan Wells
Coordinator Principal
2. Agenda
• Overview
• Initiation
• Budget
• Leadership support & approval
• Deployment challenges
• Acceptable use, security, device management
• Loss / damage
• Student tasks and projects
• Impact on student achievement
5. Individualized Instruction and Learning
Using The iPod Touch
How ELL Students Use the iPod touch as a Tool to
Help with English Language Acquisition
A Joint Presentation
By
Jennifer Wivagg Jose Salazar
6. • Located between
Austin and San
Antonio
• 600 Square
Miles
• 17,000 students
PreK-12
7. ELL Student Trends at CISD
April 2009 April 2009 April 2009
April 2009 Reading, Grade April 2009 March 2009 April 2009 April 2009
Mathematics, Mathematics, Mathematics,
6 Reading, Grade 7 Writing, Grade 7 Science, Grade 8 Reading, Grade 8
Grade 6 Grade 7 Grade 8
Canyon Middle School 90.26% 79.85% 85.17% 85.66% 95.40% 85.30% 88.52% 66.67%
Limited English 40% 50% 50% 62.50% 87.50% 66.67% 50% 100%
Church Hill Middle School 94.96% 91.86% 82.68% 90.91% 94.25% 88.33% 88.89% 62.50%
Limited English 80% 100% 40% 20% 57.14% 60% 60% 50%
Mountain Valley Middle School 94.14% 81.33% 77.06% 85.71% 92.45% 77.14% 83.41% 52.63%
Limited English 80% 40% - - - 50% 25% 0%
Smithson Valley Middle School 99.23% 93.10% 93.33% 95.56% 97.73% 93.43% 92.73% 66.67%
Limited English 100% 75% 100% 50% 100% 0% 33.33% 50%
Spring Branch Middle School 98.80% 86.80% 90.15% 94.70% 99.19% 88.89% 90.62% 100%
Limited English 50% 100% - - - 0% 0% -
• Consistently score lower on standardized tests.
• Often have few learning resources at home.
• Limited exposure to academic English outside of
school.
8. ELL Program Goals
• Increase English language acquisition and
fluency
• Provide students with anywhere/anytime
learning
• Improve standardized test scores
9. Proposed Solution
• Provide all ELL middle school students with a
mobile device with the following access:
• Audio Textbook in English
• English Music and Videos
• Internet Access
• Voice Recording Capability
• Learning Tools such as translators, dictionaries,
encyclopedias, etc.
• Educational Games
• Students will be able to take home the mobile
device.
11. Implementation
• Parent Meeting (Required)
– Outline program guidelines
– Permission slip
– Student Responsibility
– Overview of the device
• Teacher Training
– Individual/Group
– In-class with students
– Ongoing
12. Activities and Outcomes
Voice Recordings
• Students use Voice
Memos and read or
respond to prompts.
• Helps improve fluency
and comprehension.
•Provides instant feedback
•Helps teachers with
progress monitoring.
13. Activities and Outcomes
Research/Reference Tools Provides
• Dictionary • Instant access to
• Thesaurus information
• Internet through Mobicip • Student-centered
• Glossaries • Multiple modalities (text,
• Maps images, sounds)
14. Activities and Outcomes
Audiobooks
• Textbooks and novels are
available to students in an
audio format.
• ELL students can listen as
they read.
• Helps with English
pronunciation and
comprehension.
• Provides textbook
support at home.
15. Activities and Outcomes
Apps
• Educational and Games
reinforce concepts.
• Game apps used as
rewards for meeting
educational goals.
• Individualized
instruction
“I like Word Warp because they give you letters and you discover words with the
letters they give you.”
-Karina, Grade 6
16. Activities and Outcomes
Videos
• Teachers download
videos that correspond
to topics in their core
classes.
• Provides student with
additional instruction in
a different format.
17. Activities and Outcomes
Creating Media
• Audio and Video Podcasts
• Students take pictures of
words they need to
identify.
• Students create an video
oral history of their live.
(Interview with family
members)
18. Sample Activity-Comic Touch
•The teacher assigns a list of
vocabulary words to the
students.
•The students first must find
a picture on the Internet
(Mobicip) that represents
the vocabulary word in
some way.
•The student then uses the
application, Comic Touch, to
create a comic panel that
represents their assigned
vocabulary words.
19. iMentor Program
Mentoring program
with high school
students and middle
school ELL students
Students use video
downloaded on the iPods
to facilitate discussion.
21. Challenges
• Time
• Management
• Loss/theft of devices
• Lack of curriculum integrating the iPod touch
• Lack of framework
• Few educational reviewed applications
• Training teachers
23. Contact Information
Jennifer Wivagg, instructional media specialist
jennifer.wivagg@comalisd.org
Jose Salazar, bilingual/ESL coordinator
jose.salazar@comalisd.org
24.
25. The Mobile Learning Environment
Phil Hardin
Executive Director of Technology
Rowan-Salisbury School System
Salisbury, NC
hardinpj@rss.k12.nc.us
26. North Rowan High iPod Project
Background
710 Students
0.8% American Indian
2.5% Asian
3.2% Multiracial
4.6% Hispanic
42.1% White
46.6% African American
63% Free/Reduced Lunch
27. North Rowan High iPod Project
Background
8th grade End-of-Grade test scores for the
current NRH 9th graders:
• 36.4% were at or above Level III in reading
• 39.42% were at or above Level III in math
• 26.2% were at or above Level III in reading
and math
28. North Rowan High iPod Project
• Dropout Rates & Engagement:
Most students report that dropping out of High School is a
gradual process of disengagement that results in the lack
of connection to school.
Student engagement is one of the areas addressed by the
NRH project.
29. North Rowan High iPod Project
Mobile Learning Opportunities:
1. Encourage “anywhere, anytime” learning
2. Reach underserved children
3. Improve 21st-century social interactions
4. Fit with learning environments
5. Enable a personalized learning experience
Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning, January 2009
30. North Rowan High iPod Project
The Beginning: 2008-2009
•Freshman Academy
• 200 ninth grade students
• 10 core subject area teachers
• 4 resource teachers
• Principal & Assistant Principal
31. North Rowan High iPod Project
2009-2010 School Year:
Expanded to 10th grade - August 2009
Expanded to 11th & 12th grades - February 2010
35. North Rowan High iPod Project
Benefits:
• Engaged Students
• Students Excited about Learning
• Students Use Educational iPod Applications
Outside of Class
• Teachers Excited about their Teaching
• Decrease in Discipline
• Increase in Attendance Rate for 9th Graders
36. Expansion
Overton Elementary: Spring 2010
iPod touch devices and iPod carts provided to:
• 70 fifth grade students
• 5 fifth grade teachers
• School administrators
37. Expansion
North Rowan Middle: Fall 2010
iPod touch devices and MacBook carts will be
provided to:
• 205 eighth grade students
• 8 core subject area teachers
• School administrators
This is a feeder school for North Rowan High
38. Expansion
Knox Middle: Fall 2010
iPod touch devices and MacBook carts will be
provided to:
• 252 sixth grade students
• 9 core subject area teachers
• School administrators
Overton Elementary is a feeder school for Knox Middle
39. Expansion
Thirty-eight 21st Century Model
Classrooms
iPod touch devices, iPod carts, and MacBook
carts provided to:
• Thirty-eight 21st century model classrooms
• Model classroom teachers selected
by an application process
40. Expansion
Spring 2011
iPod touch devices and MacBook carts will be
provided to:
• 450 seventh grade students
• 80 fourth grade students
• 20 core subject area teachers
41. Funding & Partnerships
Funding:
Local, State, & Federal Funds
Grant Funds
• The Blanche & Julian Robertson Family
Foundation
• Golden LEAF Foundation
Working Partnerships:
Apple, Inc.
Mobicip