The document compares the technology plan of Galena Park Independent School District (GPISD) to the national technology goals established by the U.S. Department of Education. GPISD's technology plan has objectives in five areas - teaching and learning, educator preparation and development, infrastructure, leadership/administration/support, and assessment - that are aligned with the national goals of engaging students, preparing educators, enabling infrastructure access, using assessments to improve learning, and increasing efficiency. The document provides examples of how GPISD is meeting each of the objectives in its technology plan.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
KeyNote Speech
10th International Conference of Science, Mathematics & Technology Education
Mauritius Institute of Education, Reduit, Mauritius
6 November 2019
The EdTech Genome Project - Jefferson Education ExchangeDan Brown
The Jefferson Education Exchange is coordinating The EdTech Genome Project, a sector-wide initiative aimed at helping educators and education leaders make better-informed decisions about edtech.
An innovation and technology space to help businesses and SMEs thrive. Barcelona Activa’s Technology Park has over 10,000 m2 of facilities and services to help companies in the engineering and industrial sectors grow.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
KeyNote Speech
10th International Conference of Science, Mathematics & Technology Education
Mauritius Institute of Education, Reduit, Mauritius
6 November 2019
The EdTech Genome Project - Jefferson Education ExchangeDan Brown
The Jefferson Education Exchange is coordinating The EdTech Genome Project, a sector-wide initiative aimed at helping educators and education leaders make better-informed decisions about edtech.
An innovation and technology space to help businesses and SMEs thrive. Barcelona Activa’s Technology Park has over 10,000 m2 of facilities and services to help companies in the engineering and industrial sectors grow.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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.
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.
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.
3. 1.0 Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society (U.S. Department of Education, 2010). National Technology Goals:
4. GOAL 1: Teaching and Learning: OBJECTIVE 1.1: GPISD will enrich the quality of instruction and close the digital divide by ensuring that every student is technologically literate (Galena Park ISD, 2010). Examples of Evidence: Integrated technology products, multimedia festival and contest, summer technology camp, and student projects. (Galena Park ISD, 2010). GPISD Technology Goals:
5. OBJECTIVE 1.2: GPISD will ensure that every student understands the foundations of technology (Galena Park ISD, 2010). Examples of Evidence: Performance assessment, classroom observation, student projects, student adheres to acceptable use policy, and participates in Internet safety month (Galena Park ISD, 2010). GPISD Technology Goals:
6. OBJECTIVE 1.3: GPISD will ensure that every student can use and evaluate technology needed for information acquisition (Galena Park ISD, 2010). Examples of Evidence: Classroom observation, performance assessments, completion of required student projects, and student participation in multimedia festival (Galena Park ISD, 2010). GPISD Technology Goals:
7. OBJECTIVE 1.4: GPISD will ensure that every student can use and evaluate technology needed for problem solving (Galena Park ISD, 2010). Examples of Evidence: Classroom observation, performance assessments, completion of required student projects, and student participation in multimedia festival (Galena Park ISD, 2010). GPISD Technology Goals:
8. OBJECTIVE 1.5: GPISD will ensure that every student can use and evaluate technology needed for communication (Galena Park ISD, 2010). Examples of Evidence: Classroom observation, performance assessments, completion of required student projects, and student participation in multimedia festival (Galena Park ISD, 2010). GPISD Technology Goals:
9. OBJECTIVE 1.6: GPISD will provide diagnostic tools for the purpose of evaluating and monitoring mastery of instructional objectives and differentiating instruction for each student (Galena Park ISD, 2010). Examples of Evidence: Data is used to drive staff development, revise curriculum, create tutorial groups, and individualize instruction. Students completing assignments and tracking progress using various programs (Galena Park ISD, 2010). GPISD Technology Goals:
10. OBJECTIVE 1.7: GPISD will provide programs that promote parental involvement, increase communication with parents and community members, and parental access to educational resources (Galena Park ISD, 2010). Examples of Evidence: Parents are provided with Skyward Parent Access website, access codes, and assistance, technology training and computer access. Teachers with First Class Web page software, and computer logs (Galena Park ISD, 2010). GPISD Technology Goals:
11. 2.0 Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement (U.S. Department of Education, 2010). National Technology Goals:
12. Although I could not find anythingspecific pertaining to this national goal, GPISD is currently utilizing various assessment programs with technology. Moodle Odyssey E2020 STAR Reading Accelerated Reading Skyward GPISD Technology Goals:
13. 3.0 Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners (U.S. Department of Education, 2010). National Technology Goals:
14. GOAL 2: Educator Preparation and Development: OBJECTIVE 2.1: All teachers will demonstrate technological competencies in instructional delivery, student assessment, and professional communications (Galena Park ISD, 2010). Examples of Evidence: Performance based assessment, technology proficiencies, training and access to support, (Galena Park ISD, 2010). GPISD Technology Goals:
15. OBJECTIVE 2.2: GPISD will increase district wide staff development programs to insure consistent and effective use of hardware and software to enhance student success (Galena Park ISD, 2010). Examples of Evidence: Eduphoria Workshop is used for recording and registration of staff development. Technology proficiencies, online staff development, and exam opportunities (Galena Park ISD, 2010). GPISD Technology Goals:
16. OBJECTIVE 2.3: GPISD will ensure that every teacher understands the foundations of technology (Galena Park ISD, 2010). Examples of Evidence: Passing standard on teacher proficiency assessments, and required projects (Galena Park ISD, 2010). GPISD Technology Goals:
17. OBJECTIVE 2.4: GPISD will ensure that every teacher can use and evaluate technology needed for information acquisition (Galena Park ISD, 2010). Examples of Evidence: Passing standard on teacher proficiency assessments, required projects, and follow up resources (Galena Park ISD, 2010). GPISD Technology Goals:
18. OBJECTIVE 2.5: GPISD will ensure that every teacher can use and evaluate technology needed for problem solving (Galena Park ISD, 2010). Examples of Evidence: Passing standard on teacher proficiency assessments, required projects, and follow up resources (Galena Park ISD, 2010). GPISD Technology Goals:
19. OBJECTIVE 2.6: GPISD will ensure that every teacher can use and evaluate technology needed for communication (Galena Park ISD, 2010). Examples of Evidence: Passing standard on teacher proficiency assessments, required projects, and follow up resources (Galena Park ISD, 2010). GPISD Technology Goals:
20. OBJECTIVE 2.7: GPISD will ensure that every teacher can use and evaluate technology needed for integration (Galena Park ISD, 2010). Examples of Evidence: Passing standard on teacher proficiency assessments, required projects, and follow up resources (Galena Park ISD, 2010). GPISD Technology Goals:
21. 4.0 Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. (U.S. Department of Education, 2010) National Technology Goals:
22. GOAL 4: Infrastructure: OBJECTIVE 4.1: All administrators, teachers and staff will have increased access to technological tools and will use a variety of these tools to address the individual needs of students (Galena Park ISD, 2010). Examples of Evidence: Working computers, timely repairs, maintained records, network is functioning, telephones and IT lines operational (Galena Park ISD, 2010). GPISD Technology Goals:
23. OBJECTIVE 4.2: GPISD will enhance the quality of instruction through district wide implementation of state-of-the-art telecommunications and information technology hardware and its integration as an essential part of the district environment (Galena Park ISD, 2010). Examples of Evidence: Server consolidation, shutdown/start up log, backup systems, new systems implemented, system operational, web page functioning (Galena Park ISD, 2010). GPISD Technology Goals:
24. OBJECTIVE 4.3: GPISD will enrich the quality of instruction by acquiring and maintaining appropriate software that can be integrated into the classroom environment (Galena Park ISD, 2010). Examples of Evidence: Plans in place and approved, software in place and working, staff development and support are provided (Galena Park ISD, 2010). GPISD Technology Goals:
25. 5.0 Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. (U.S. Department of Education, 2010) National Technology Goals:
26. GOAL 3: Leadership, Administration and Support OBJECTIVE 3.1: GPISD will continue to monitor and update the technology plan in a way that new technology developments are carefully evaluated and prioritized so that appropriate and cost-effective hardware and software are included (Galena Park ISD, 2010). Examples of Evidence: Updated and revised technology plan, STAR Chart, district surveys, and TIS binders (Galena Park ISD, 2010). GPISD Technology Goals:
27. OBJECTIVE 3.2: All Technology Staff will demonstrate increased knowledge and improved technological competencies as a result of additional staff development (Galena Park ISD, 2010). Examples of Evidence: Certificate of completion, Ability to perform critical tasks, completion of staff development, and records of employee proficiencies (Galena Park ISD, 2010). GPISD Technology Goals:
28. Galena Park ISD. (2010). Galena Park ISD Technology Plan 2010-2013. Houston. U.S. Department of Education. (2010, Nov). National Education Technology Plan 2010. Retrieved May 14, 2011, from Ed.Gov: http://www.ed.gov/technology/netp-2010 Sources