The document discusses how media is changing learning and development across Piaget's stages of cognitive development. It notes that with ubiquitous access to information through technology, the focus is shifting from memorization to skills like self-organization, drawing distinctions between important and unimportant information, and collaboratively constructing knowledge. Web 2.0 tools can support more complex, collaborative, and context-based styles of learning aligned with this changing media landscape.
DC14 2. Accelerating interns into graduate talent (Microsoft)EmmaAGR
The document discusses an intern retention program that was started to address a low 8% intern retention rate. The program brought interns together and increased the retention rate to 17%. It lists the names of interns in the program.
Future technology may help improve education by enabling new forms of learning and making the learning process easier and more enjoyable for students. The document discusses how emerging technologies like virtual worlds, mobile phones, and social networking could affect education by improving accessibility and changing the style of learning. Integrating technology with education could attract more students to learning and better prepare them for a future dominated by advancing technologies.
The document provides tips for using social media platforms like Facebook and Twitter effectively. It recommends engaging with customers by asking questions, sharing content, and encouraging two-way conversations. Quick tactics mentioned include running competitions, encouraging check-ins and likes, and linking social media profiles to other online and offline touchpoints. The key is giving social media a human voice while monitoring engagement and keeping interactions focused on the customer.
Everyone's talking about it, and on it, but what's actually happening with social media? A load of hot air or much much more? Cate Trotter's detailed presentation provides the answers to these questions with a look at where social media is heading and how can businesses make the most of it.
Leveraging Social Media For Your Brand | Stanford Graduate School of BusinessKaren Lee
Read my keynote presentation summary: http://goo.gl/V1qtbQ
- How to extend your brand through social media
- Ways to Integrate social media across digital channels
- Why it's important to align your social media objectives with your content strategy
- Stanford Graduate School of Business examples
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
Access to technology has allowed us to engage in a range of new media activities including; social networking, blogging, gaming, instant messaging, podcasting, creating videos and sharing them on the web. These new forms of media allow us to communicate and collaborate in new ways. We will look at what the research says in terms of how people learn differently with the use of these new forms of media.
DC14 2. Accelerating interns into graduate talent (Microsoft)EmmaAGR
The document discusses an intern retention program that was started to address a low 8% intern retention rate. The program brought interns together and increased the retention rate to 17%. It lists the names of interns in the program.
Future technology may help improve education by enabling new forms of learning and making the learning process easier and more enjoyable for students. The document discusses how emerging technologies like virtual worlds, mobile phones, and social networking could affect education by improving accessibility and changing the style of learning. Integrating technology with education could attract more students to learning and better prepare them for a future dominated by advancing technologies.
The document provides tips for using social media platforms like Facebook and Twitter effectively. It recommends engaging with customers by asking questions, sharing content, and encouraging two-way conversations. Quick tactics mentioned include running competitions, encouraging check-ins and likes, and linking social media profiles to other online and offline touchpoints. The key is giving social media a human voice while monitoring engagement and keeping interactions focused on the customer.
Everyone's talking about it, and on it, but what's actually happening with social media? A load of hot air or much much more? Cate Trotter's detailed presentation provides the answers to these questions with a look at where social media is heading and how can businesses make the most of it.
Leveraging Social Media For Your Brand | Stanford Graduate School of BusinessKaren Lee
Read my keynote presentation summary: http://goo.gl/V1qtbQ
- How to extend your brand through social media
- Ways to Integrate social media across digital channels
- Why it's important to align your social media objectives with your content strategy
- Stanford Graduate School of Business examples
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
Access to technology has allowed us to engage in a range of new media activities including; social networking, blogging, gaming, instant messaging, podcasting, creating videos and sharing them on the web. These new forms of media allow us to communicate and collaborate in new ways. We will look at what the research says in terms of how people learn differently with the use of these new forms of media.
This document discusses an online graduate course at the University of British Columbia called ETEC522 that explores learning technology ventures. The course uses different technologies each year, including WordPress, CrowdTrust, and social media, to maintain currency in an evolving field. Students find the experimental nature engaging and liberating compared to a traditional learning management system. Instructors aim to balance innovation with effective learning and prepare students for a dynamic environment. The course design faces challenges around complexity, cognitive load, and building community across multiple systems and personas. Ongoing assessment aims to improve balancing structured and lightweight tools to support the course goals.
The document outlines Trinity ISD's technology plan, which includes providing Macbooks to middle and high school students, promoting technology through online homework and assessments, and giving faculty ongoing training. The plan's goals are to ensure students graduate with technological skills and have an IT platform including an online gradebook, attendance records, and lesson plans. Some concerns addressed include maintaining teacher and student buy-in, the budget, and ensuring the technology does not negatively impact standardized test scores.
The document discusses the Minnesota Technology and Ministry (MTM) program which provides affordable technology training for Lutheran school principals and teachers. It highlights MTM's mission to expose workers to technology to support ministry and education. It also provides details on various technology courses offered through MTM and the benefits schools have experienced from the program, including increased technology competencies among teachers.
This document summarizes an e-learning web conference that aimed to provide skills for participating in e-learning sessions, discuss strategies for improving blended learning, and identify ways to enhance e-learning practices. The conference covered topics like using video, avatars, and online tools in e-learning and discussed the TQR strategic plan's goals for flexible learning. Participants were asked to identify 3-5 strategies for improving their e-learning and to provide feedback to help enhance future web conferences.
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
The document discusses e-learning in medicine. It defines e-learning and outlines its evolution from an informative stage through an integrative stage to a transformative stage. The reasons for using e-learning in medicine are explained, including the ever-changing nature of medicine and optimization of learning. Resources for e-learning at MMMC including their website, internet access, and Moodle platform are described. The stages of developing e-learning at MMMC and login process are summarized. In conclusion, the document addresses promises and challenges of e-learning and need for pedagogical innovation when implementing e-learning courses.
This document discusses CompTIA certifications and how they relate to emerging technologies. It provides an overview of trends showing growth in certifications like CASP, IT Fundamentals, Project+, and Linux+. The document also highlights case studies of individuals who pursued CompTIA A+ certification and had success passing the exam and finding jobs. It emphasizes how CompTIA certification helps validate skills and knowledge. Finally, it outlines CompTIA's CertMaster adaptive learning tool and its benefits for preparing for exams.
The 3 steps for Digital Citizenship Certification in East Central ISD are:
1. All teachers must teach 2 cybersafety lessons to students using approved curriculum.
2. Campus professional staff like teachers and administrators must complete a self-paced online course on digital citizenship.
3. The campus principal must certify on an online form that steps 1 and 2 have been completed by their campus staff. This certification ensures compliance for eRate funding for the upcoming school year.
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
This document discusses the need for schools to prepare students for 21st century skills in a digital world. It notes that work and learning processes are already primarily digital due to exponential growth of the internet and technology. It argues that one-to-one access to devices is necessary for students to develop skills like problem solving, communication, and independent thinking. Assessment also needs to evolve to evaluate applied skills beyond just facts. Overall, the document advocates for schools to fully embrace digital learning and resources in order to prepare students for the future.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
Fetc 2011 Transforming the Secondary Classroom with Web 2.0 ToolsStephen Veliz
This document discusses using Web 2.0 tools in secondary classrooms. It outlines reasons to use these tools, including motivating students, easy monitoring, encouraging student content creation and participation. It then provides an overview of establishing an online presence through websites, blogs, social networking and bookmarking. Specific Web 2.0 tools are also discussed, such as Google Apps, digital storytelling with PhotoStory or iMovie, and connecting with a personal learning network.
This document discusses the importance of 21st century skills and how education needs to evolve to meet the demands of a changing world. It provides statistics showing the rapid growth of technology and explains how digital natives think differently than digital immigrants. The document advocates for identifying measurable 21st century skills, collecting student performance data, ensuring all students receive instruction in 21st century skills, and having students demonstrate mastained of these skills. It also discusses the need for performance assessments and rubrics to properly evaluate 21st century skills.
The document discusses considerations around using new technologies and ICT in teaching at a high school in Spain. It outlines benefits like motivating students and accessing new resources, but cautions that technology should serve educational goals and not become an end in itself. Potential problems are discussed, such as outdated equipment and wifi issues. Strategies currently used include videos, blogs, and online collaboration tools. Barriers to effective ICT use include lack of teacher training and challenges coordinating its use across a dense schedule.
West Vancouver Portal Project Update 0ctober 2007 (P Meeting)Chris Kennedy
The document discusses a West Vancouver portal project and how technology can be used to improve student learning. It outlines trends in education technology, how portals can be used to connect students, teachers, parents and improve communication. The portal will allow teaching and learning to be managed differently by integrating various tools and applications. Implementation timelines and challenges are mentioned, and supports needed from schools and the district are discussed.
IRJET- Impact of Audio-Visual Teaching in Relation to Academic Performance of...IRJET Journal
This document discusses a study on the impact of audio-visual teaching on student academic performance. It finds that audio-visual teaching helps students understand concepts more clearly by seeing processes visually. Students prefer watching videos over reading and remember things they see and hear better. However, overreliance on technology could reduce reading habits. The study used questionnaires to collect data from teachers, students, and parents of different ages. Results showed people prefer audio-visual teaching but recognize both technology and reading are important. While audio-visual teaching makes learning more effective and interesting, reading books should still be encouraged. In conclusion, audio-visual teaching improves student performance but must be balanced with reading to maximize benefits.
The document discusses the Philippines' educational crisis and efforts to address it through alternative learning programs. It outlines the poor performance and high dropout rates in the Philippine education system. It then introduces the eSkwela project, a pioneering effort between the Commission on ICT and the Department of Education's Bureau of Alternative Learning System to provide ICT-enabled learning opportunities for out-of-school youth and adults through community eLearning centers. The document describes the project components, pilot sites, and preparations to expand the program nationwide by establishing more eLearning centers and training teachers, network administrators, and center managers.
This document outlines an agenda for a training on teaching and learning in a one-to-one computing environment. The training will explore implementing one-to-one learning in classrooms, online resources, project-based learning, and lesson planning. Attendees will learn about transitioning from a traditional classroom to a one-to-one model through exploring instructional approaches and reviewing best practices.
Intellectual property rights & online accommodations for studentststephens
This document discusses intellectual property rights and universal design considerations for online learning. It addresses various disabilities that students may have, such as physical, learning, visual, hearing, and psychological/emotional impairments, and issues they may face in online courses. Guidelines are provided for using copyrighted material and adhering to fair use doctrine. The permissible amounts of different media types that can be used without permission are outlined. References are also included.
This document discusses an online graduate course at the University of British Columbia called ETEC522 that explores learning technology ventures. The course uses different technologies each year, including WordPress, CrowdTrust, and social media, to maintain currency in an evolving field. Students find the experimental nature engaging and liberating compared to a traditional learning management system. Instructors aim to balance innovation with effective learning and prepare students for a dynamic environment. The course design faces challenges around complexity, cognitive load, and building community across multiple systems and personas. Ongoing assessment aims to improve balancing structured and lightweight tools to support the course goals.
The document outlines Trinity ISD's technology plan, which includes providing Macbooks to middle and high school students, promoting technology through online homework and assessments, and giving faculty ongoing training. The plan's goals are to ensure students graduate with technological skills and have an IT platform including an online gradebook, attendance records, and lesson plans. Some concerns addressed include maintaining teacher and student buy-in, the budget, and ensuring the technology does not negatively impact standardized test scores.
The document discusses the Minnesota Technology and Ministry (MTM) program which provides affordable technology training for Lutheran school principals and teachers. It highlights MTM's mission to expose workers to technology to support ministry and education. It also provides details on various technology courses offered through MTM and the benefits schools have experienced from the program, including increased technology competencies among teachers.
This document summarizes an e-learning web conference that aimed to provide skills for participating in e-learning sessions, discuss strategies for improving blended learning, and identify ways to enhance e-learning practices. The conference covered topics like using video, avatars, and online tools in e-learning and discussed the TQR strategic plan's goals for flexible learning. Participants were asked to identify 3-5 strategies for improving their e-learning and to provide feedback to help enhance future web conferences.
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
The document discusses e-learning in medicine. It defines e-learning and outlines its evolution from an informative stage through an integrative stage to a transformative stage. The reasons for using e-learning in medicine are explained, including the ever-changing nature of medicine and optimization of learning. Resources for e-learning at MMMC including their website, internet access, and Moodle platform are described. The stages of developing e-learning at MMMC and login process are summarized. In conclusion, the document addresses promises and challenges of e-learning and need for pedagogical innovation when implementing e-learning courses.
This document discusses CompTIA certifications and how they relate to emerging technologies. It provides an overview of trends showing growth in certifications like CASP, IT Fundamentals, Project+, and Linux+. The document also highlights case studies of individuals who pursued CompTIA A+ certification and had success passing the exam and finding jobs. It emphasizes how CompTIA certification helps validate skills and knowledge. Finally, it outlines CompTIA's CertMaster adaptive learning tool and its benefits for preparing for exams.
The 3 steps for Digital Citizenship Certification in East Central ISD are:
1. All teachers must teach 2 cybersafety lessons to students using approved curriculum.
2. Campus professional staff like teachers and administrators must complete a self-paced online course on digital citizenship.
3. The campus principal must certify on an online form that steps 1 and 2 have been completed by their campus staff. This certification ensures compliance for eRate funding for the upcoming school year.
The role of digital technologies for career guidance - 16 May 2023EduSkills OECD
The presentations from the launch of the OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY). ODiCY is an open-access repository that makes it quick and easy to see how education systems around the world are using innovative techniques to help young people approach their working lives with confidence and choice. We here from 4 contributors to the case studies looking at virtual reality career modules in Canada, virtual work experience in Finland, e-mentoring program in France and an AI chatbot that was developed in the UK.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
This document discusses the need for schools to prepare students for 21st century skills in a digital world. It notes that work and learning processes are already primarily digital due to exponential growth of the internet and technology. It argues that one-to-one access to devices is necessary for students to develop skills like problem solving, communication, and independent thinking. Assessment also needs to evolve to evaluate applied skills beyond just facts. Overall, the document advocates for schools to fully embrace digital learning and resources in order to prepare students for the future.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
Fetc 2011 Transforming the Secondary Classroom with Web 2.0 ToolsStephen Veliz
This document discusses using Web 2.0 tools in secondary classrooms. It outlines reasons to use these tools, including motivating students, easy monitoring, encouraging student content creation and participation. It then provides an overview of establishing an online presence through websites, blogs, social networking and bookmarking. Specific Web 2.0 tools are also discussed, such as Google Apps, digital storytelling with PhotoStory or iMovie, and connecting with a personal learning network.
This document discusses the importance of 21st century skills and how education needs to evolve to meet the demands of a changing world. It provides statistics showing the rapid growth of technology and explains how digital natives think differently than digital immigrants. The document advocates for identifying measurable 21st century skills, collecting student performance data, ensuring all students receive instruction in 21st century skills, and having students demonstrate mastained of these skills. It also discusses the need for performance assessments and rubrics to properly evaluate 21st century skills.
The document discusses considerations around using new technologies and ICT in teaching at a high school in Spain. It outlines benefits like motivating students and accessing new resources, but cautions that technology should serve educational goals and not become an end in itself. Potential problems are discussed, such as outdated equipment and wifi issues. Strategies currently used include videos, blogs, and online collaboration tools. Barriers to effective ICT use include lack of teacher training and challenges coordinating its use across a dense schedule.
West Vancouver Portal Project Update 0ctober 2007 (P Meeting)Chris Kennedy
The document discusses a West Vancouver portal project and how technology can be used to improve student learning. It outlines trends in education technology, how portals can be used to connect students, teachers, parents and improve communication. The portal will allow teaching and learning to be managed differently by integrating various tools and applications. Implementation timelines and challenges are mentioned, and supports needed from schools and the district are discussed.
IRJET- Impact of Audio-Visual Teaching in Relation to Academic Performance of...IRJET Journal
This document discusses a study on the impact of audio-visual teaching on student academic performance. It finds that audio-visual teaching helps students understand concepts more clearly by seeing processes visually. Students prefer watching videos over reading and remember things they see and hear better. However, overreliance on technology could reduce reading habits. The study used questionnaires to collect data from teachers, students, and parents of different ages. Results showed people prefer audio-visual teaching but recognize both technology and reading are important. While audio-visual teaching makes learning more effective and interesting, reading books should still be encouraged. In conclusion, audio-visual teaching improves student performance but must be balanced with reading to maximize benefits.
The document discusses the Philippines' educational crisis and efforts to address it through alternative learning programs. It outlines the poor performance and high dropout rates in the Philippine education system. It then introduces the eSkwela project, a pioneering effort between the Commission on ICT and the Department of Education's Bureau of Alternative Learning System to provide ICT-enabled learning opportunities for out-of-school youth and adults through community eLearning centers. The document describes the project components, pilot sites, and preparations to expand the program nationwide by establishing more eLearning centers and training teachers, network administrators, and center managers.
Similar to How Media Is Changing The Way We Learn (20)
This document outlines an agenda for a training on teaching and learning in a one-to-one computing environment. The training will explore implementing one-to-one learning in classrooms, online resources, project-based learning, and lesson planning. Attendees will learn about transitioning from a traditional classroom to a one-to-one model through exploring instructional approaches and reviewing best practices.
Intellectual property rights & online accommodations for studentststephens
This document discusses intellectual property rights and universal design considerations for online learning. It addresses various disabilities that students may have, such as physical, learning, visual, hearing, and psychological/emotional impairments, and issues they may face in online courses. Guidelines are provided for using copyrighted material and adhering to fair use doctrine. The permissible amounts of different media types that can be used without permission are outlined. References are also included.
Setting up a Learning Management System for your School or District in a 1:1 ...tstephens
The document discusses considerations for setting up a Learning Management System (LMS) in a 1:1 school or district environment. It outlines critical elements like having a clear vision, leadership support, and understanding how the LMS can shift pedagogy. Important terms related to blended learning models are defined. It also covers curriculum and course design, professional development needs for teachers, infrastructure and staffing requirements, and contact information for implementation support.
The document discusses new requirements from the DEED (Department of Education and Early Development) for reporting eighth grade student and teacher proficiency in educational technology by November 15th. It promotes the NGA (Next Generation Assessments) tools that can help with assessing and reporting these proficiencies, including an eighth grade student assessment, teacher assessment, tech leader inventory, and scorecards to track results over time. Contact information is provided to learn more about NGA's assessment tools and services.
The document summarizes findings from surveys and studies on trends in educational technology staffing. It discusses student to technology staff ratios, computer to staff ratios, and technology budgets across school districts with different levels of student proficiency. Districts with more than 70% of students proficient had higher staffing ratios, spent 1% of budgets on technology, and allocated more to staffing compared to outsourcing. Districts with less than 50% proficiency had lower staffing ratios, spent 3.67% of budgets on technology, and allocated more to outsourcing compared to staffing. Upcoming webinars on related topics are also listed.
The document outlines an information and technology literacy planning process that includes creating a 6-part plan with executive summary, current status analysis, action plans for educator proficiency, teaching and learning practices, access to information/tools, and support systems. It also details needs assessments collected from students, teachers, administrators and others, and next steps to study the current plan, analyze data, identify needs, and work on action plans.
The document outlines the information technology planning process for The Stephens Group LLC, including developing a combined information and technology literacy plan with sections on executive summary, mission/vision, current status, action plans, budget, and monitoring. It provides an overview of the needs assessment results and the agenda for the current planning session, which is to work on the mission and vision for the plan and ensure it defines what it means to be educated in the 21st century.
The document discusses how media is changing the way people learn at different stages of development according to Piaget's theory. It provides statistics on how much time teens spend on various media like social networking, blogging, and creating their own content. The document concludes that access to participatory media culture functions as a new form of hidden curriculum that influences which youth will succeed or be left behind.
The document discusses K-12 statewide technology assessments provided by Next Generation Assessments (NGA). NGA is a joint venture among leading education firms with experience helping over 9,500 schools. It addresses challenges related to standards alignment, compliance reporting, and making meaningful use of assessment data. NGA's 360-degree assessment methodology links results to technology plans and allows comparison of results longitudinally and between groups. It provides statewide reporting capabilities and assessments that are always aligned to changing standards to ensure compliance.
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
What knowledge do teachers need to have totstephens
Teachers need three main types of knowledge to effectively integrate technology into instruction: 1) technological knowledge to understand how to use various technologies, 2) pedagogical knowledge to understand how students learn and how to design effective lessons, and 3) pedagogical content knowledge that combines understanding of technology, pedagogy, and subject matter. This knowledge allows teachers to select appropriate technologies to enhance teaching and learning in their specific subject areas.
Collaborative tools and cultures are important for teachers and students. Research shows that students score higher in schools with collaborative principals. The document lists standards from organizations like ISTE and AASL that are relevant for collaboration. It provides contact information for The Stephens Group LLC, which works on collaboration.
This document discusses collaborative tools and was written by Tammy Stephens, CEO of The Stephens Group LLC. It focuses on framing a conversation around child development and new digital media. Contact information is provided for Tammy Stephens and The Stephens Group LLC in Long Beach, California.
Ppt. designed by consultants from The Stephens Group to help stakeholders in the Middleton Cross-Plains Area School District analyze their Next Generation Technology Assessment Data.
This document discusses a new approach to education called the "Classroom of the Read/Write Web". It emphasizes authentic learning through real-world tools, social and emotional connection, and creativity and innovation. Traditional classrooms focus on textbooks, lectures, and rote memorization, while classrooms of the read/write web utilize online resources, collaboration, and student contribution to build knowledge. The goal is to better prepare students for jobs that require skills like problem-solving, communication, and innovation.
This document outlines an online course from PODetc on collaborative tools. The 4-week course focuses on ISTE technology standards and covers defining a collaborative toolbox, sharing online, collaborating with data, and reflections on collaboration. It discusses cloud computing and tools like Google Docs, iGoogle, and online surveys for collaboration. The goal is to help educators facilitate student learning and engagement through use of digital tools.
This document provides an overview of a 4-week online course on collaborative tools offered through PODetc. The course focuses on ISTE technology standards and covers defining a collaborative toolbox, sharing online, collaborating with data, and reflections on collaboration. It discusses tools like Google Docs, iGoogle, and case studies of schools using Google Apps. The document provides resources and examples to help participants explore collaborative tools and apply them to teaching.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
34. Contact Information The Stephens Group LLC 203 Prospect Ave. Long Beach, CA 90803 [email_address] http://tstephens@thestephensgroup.com (800) 408.4935 CATE 2010
Editor's Notes
This presentation is designed to be less of a presentation and more of a two- way discussion.
This report is based on a nationally representative survey of 2,002 3rd–12th grade students, ages 8–18, including a subsample of 702 respondents who also volunteered to complete seven-day media use diaries. The study was conducted from October 20, 2008 through May 7, 2009.
In our educational backgrounds it is likely that most of us have studied Jean Piaget’s theory on the four stages of child development. We are going to use Piaget’s theory of child development as a starting point to look at student’s cognitive development and the types of media that research shows that they are being exposed to at each level.
Children use five senses to explore the world. Object Orientated
59% of American Children under the age of 2 watch television
And 42% watch video or DVDs (Rideout, 2003)
Toys are becoming more embedded with digital media
Children in this stage gain the ability to use symbolic representations of the world such as images and language. Children in this age group experience a great increase in verbal abilities, a burgeoning ability to use symbols in imaginary play, and a rapid increase in short-term memory and information processing capacity However, they are limited by their egocentricity, whereby they have difficulty taking on perspectives other than their own. Children in this period fail in Piaget’s classic conservation task mentioned above. Children focus on the apparent visual difference, or only one aspect of the beaker (height, rather than width), and claim the amount had [has] changed. (Sometimes called logical thinking)
70% have used computers and 50% have played video games Preschool children are drawn to digital media that allow them to experience “opportunities for learning, mastery, and silly fun,” particularly through stories featuring “familiar and attractive characters Children in this stage gradually develop the ability to discern real from non-real and factual from
(tweens) Children in this period acquire what Piaget calls “operations,” or internal representations of a reversible transformation. In other words, the child can imagine changing something and changing it back, such as pouring the water back into the tall, thin beaker in the conservation experiment. For Piaget, operations such as these are the foundations of future logical thought. However, children in this period still struggle with systematic, strategic thinking and abstractions. This period is widely concerned [considered] the “crowing achievement” of cognitive development, because it allows fully abstract thought, rigorous logic, and scientific hypothesis testing. It must be noted, however, that depending on the domain, many adults do not achieve formal operational reasoning, and that there may be types of reasoning beyond formal operations as well.
Pg. 12 different way of looking at media by age The amount of time young people spend with various types of media changes as they age—for example, younger children read more, tweens watch more TV, and older teens listen to more music
Massive Communicators Eight- to eighteen-year-olds today spend an average of a half-hour a day (:33) talking on their cell phones, and an average of 49 minutes a day (:49) listening to, playing or watching other media on their phones (:17 with music, :17 playing games, and :15 watching TV)— 80% of teens never shut off their mobile phones, enabling them to constantly participate and manage contact with their social network (Stald, 2007, pp. 5-7). not to mention the hour and a half a day that 7th- to 12th-graders spend textmessaging Separate from multitasking is a need (or desire) to constantly monitor one’s incoming data across multiple platforms; media theorist Linda Stone calls this practice “continuous partial attention (CPA)”.
the only media activity that hasn ’ t increased among young people over the past 10 years is reading traditional print media. Time spent reading books for pleasure has increased slightly, but time spent with magazines and newspapers, which held fairly steady from 1999 to 2004, has declined substantially since then.
For the first time since we began this research in 1999, the amount of time young people spend watching regularly scheduled programming on a television set at the time it is originally broadcast has declined (by :25 a day, from 3:04 to 2:39). However, the proliferation of new ways to consume TV content has actually led to an increase of 38 minutes of daily TV consumption. The increase includes an average of 24 minutes a day watching TV or movies on the Internet, and about 15 minutes each watching on cell phones (:15) and iPods (:16). Thus, even in this new media world, television viewing—in one form or another—continues to dominate media consumption, taking up about 4½ hours a day in young people’s lives (up from a total of 3:51 in 2004). But how young people watch TV has clearly started to change. Indeed, today just 59% of young people’s TV watching occurs on a TV set at the time the programming is originally broadcast; fully 41% is either time-shifted, or occurs on a platform other than a TV set
TV multi-tasking TV Multitasking. Among 7th–12th graders, about four in ten (39%) say they multitask with another medium “most of the time” they are watching TV; another three in ten (29%) say they do so “some of the time.”
Visiting social networking sites such as MySpace or Facebook is the most popular computer activity among 8- to 18-year-olds, accounting for an average of :22 a day across all age groups. In a typical day, 40% of young people will go to a social networking site, and those who do visit these sites will spend an average of almost an hour a day (:54) there. The percent who engage in social networking ranges from 18% among 8- to 10-year-olds to 53% among 15- to 18-year-olds.
Youth who spend more time with media report lower grades and lower levels of personal contentment. For purposes of comparison, young people were grouped into categories of heavy, moderate and light media users. Heavy users are those who consume more than 16 hours of media content in a typical day (21% of all 8- to 18‑year‑olds); moderate users are those who consume from 3–16 hours of content (63%); light users are those who consume less than three hours of media in a typical day (17%). Nearly half (47%) of all heavy media users say they usually get fair or poor grades (mostly C’s or lower), compared to 23% of light media users. Heavy media users are also more likely to say they get into trouble a lot, are often sad or unhappy, and are often bored. Moreover, the relationships between media exposure and grades, and between media exposure and personal contentment, withstood controls for other possibly relevant factors such as age, gender, race, parent education, and single vs. two-parent households. This study cannot establish whether there is a cause and effect relationship between media use and grades, or between media use and personal contentment. And if there are such relationships, they could well run in both directions simultaneously.
It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense. We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain . “ We are how we read.”- Neo placity Maggie Jackson author of Distracted: The Erosion of Attention and the Coming Dark says Attention is now considered an organ system. Three types of attention: The first is orienting — the flashlight of your mind. In the case of visual attention, it involves parts of the brain including the parietal lobe, a brain area related to sensory processing. To orient to new stimuli, two parts of the parietal lobe work with brain sections related to frontal eye fields. This is what develops in an infants’ brain, allowing them to focus on something new in their environment. Orienting is largely in place by kindergarten. The second type of attention spans the spectrum of response states, from sleepiness to complete alertness. The third type is executive attention: planning, judgment, resolving conflicting information. The heart of this is the anterior cingulate — an ancient, tiny part of the brain that is now at the heart of our higher-order skills. It’s executive attention that lets us move us beyond our impulsive selves, to plan for the future and understand abstraction. The executive network is largely in place by age 8, but it develops until the mid-20s. We are programmed to be interrupted. We get an adrenalin jolt when orienting to new stimuli: Our body actually rewards us for paying attention to the new. So in this very fast-paced world, it’s easy and tempting to always react to the new thing. But when we live in a reactive way, we minimize our capacity to pursue goals.
The arrival of Gutenberg’s printing press, in the 15th century, set off another round of teeth gnashing. The Italian humanist Hieronimo Squarciafico worried that the easy availability of books would lead to intellectual laziness, making men “less studious” and weakening their minds. Others argued that cheaply printed books and broadsheets would undermine religious authority, demean the work of scholars and scribes, and spread sedition and debauchery. As New York University professor Clay Shirky notes, “Most of the arguments made against the printing press were correct, even prescient.” But, again, the doomsayers were unable to imagine the myriad blessings that the printed word would deliver. shift from orality to print culture profoundly impacted how we engage with ideas. Text-based literacy may have restructured the human brain in a beneficial way, but that doesn’t preclude the possibility that other literacies can have the same or similar effect. The Revolution on how we learn with the Internet is going to be bigger than Gutenberg . This kind of thing does not happen very often to our species. It is a socio-technological change .
In contrast, Vygotsky positioned the child within a web of culture and suggested that cognition was the product of that culture. For Vygotsky, cultural symbols and artifacts were fundamental in determining both what a child learns and how s/he learns it. Lave and Wenger take constructivism one step further by removing individual cognition from the equation altogether and arguing that learning is primarily a social construct enacted in a community setting. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).