How Media Is Changing The Way We Learn
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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.
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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.
Overviewppt
PowerPoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District.
Overviewppt
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 to
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[1]
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.
Collaborative Tools
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.
Welcome!
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.
Collaborative tools
Using Collaborative Tools to Build Information Technology Plans
Created by The Stephens Group http://www.thestephensgroup.com
Collaborative 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.
Collaborativet 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 encourages participants to experiment with collaborative documents and defines key concepts like ownership for collaborative projects.
Collaborativet 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.
Collaborative 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.
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Innovation Management Frameworks: Your Guide to Creativity & InnovationOperational Excellence Consulting
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
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https://www.oeconsulting.com.sg/training-presentations一比一原版(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证文凭如何办理
永久可查学历认证【微信：A575476】【(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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How Media Is Changing The Way We Learn
- 1. How Media is Changing the Way We Learn Tammy Stephens CEO, The Stephens Group LLC CETPA 2009
- 5. Sensori-motor Stage: 0-2 CETPA 2009
- 6. Sensori-motor Stage: 0-2 TV CETPA 2009
- 7. Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
- 8. Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
- 9. Preoperational stage : 2-7 CETPA 2009
- 10. TV, DVD, VCR Preoperational stage : 2-7 Computer Video Games CETPA 2009
- 11. Concrete operational stage : 7-12 CETPA 2009
- 12. Concrete operational stage : 7-12 Computer Word Processing CETPA 2009
- 13. Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) CETPA 2009
- 14. Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) Social Networking CETPA 2009
- 15. Formal operational stage : 12+ CETPA 2009
- 16. Hours Spent Per Day on Media CETPA 2009
- 18. Homework Instant Messaging (71%) Blogging (19%) Creating Media (57%) Social Networking (55%) CETPA 2009
- 19. 45% of teens have their own cell phone 33% of teens have a cell phone that can txt message 80% of teens that have cell phones never shut them off CETPA 2009
- 22. CETPA 2009
- 23. CETPA 2009
- 25. CETPA 2009
- 27. CETPA 2009
- 42. CETPA 2009
- 46. Contact Information The Stephens Group LLC 203 Prospect Ave. Long Beach, CA 90803 [email_address] http://tstephens@thestephensgroup.com (800) 408.4935 CETPA 2009