Google Wave is a real-time collaboration and communication tool. It allows users to collaborate on documents and have conversations within the same interface. Some key features include real-time editing, embeddable media, extensions, and open-source capabilities. The presentation demonstrates how Wave could be used for general collaboration like meetings or project management, as well as specific classroom uses like lesson planning or collaborative note-taking.
The document outlines the assignments and deliverables for Project 1 of a visual design course, which asks students to create an information visualization that illuminates a pattern in the history of social media. Over two weeks, students will research the topic, prototype a visualization, and create a final digital design to present based on feedback. The project aims to uncover long-term trends in social media and gain experience designing visual representations of information.
Informal Learning and Social Media: Upskiilling for 21st Century TrainingMarlo Gorelick
The document discusses how training is evolving from traditional instructor-led methods to incorporate more social and informal learning approaches. It notes that while social and informal learning have long existed, new technologies like social media now allow them to occur on a larger scale. The document provides advice on how trainers can support these new approaches, including developing skills in curating content, including learners, participating in communities, and nurturing communities rather than just directing them. It emphasizes shifting focus from teaching set methods to helping people learn how to learn on their own.
The document discusses using games for learning and describes the Knowledge Guru game. It summarizes that the Knowledge Guru game was created to allow people to learn while playing games, track what they are learning, and remember the information after playing. It was used by ExactTarget to train their employees on their multiple product lines and launches in a fun and engaging way through mobile and web apps.
Rising to the Challenge: Collaboration in 1:1 ClassroomKatie Morrow
This document discusses promoting collaboration in 1:1 classrooms. It provides examples of digital tools that can be used to facilitate collaboration, such as VoiceThread, Google Docs, iChat/Skype, blogs, and wikis. Challenge-based learning is presented as a framework for collaborative projects, with essential elements including real-world topics, challenges, student teams, and teachers as co-collaborators. Potential benefits of collaboration include improved attendance, engagement, empowerment, and skills in communication and community connections.
The document discusses how to set up Self-Organized Learning Environments (SOLEs) to encourage child-driven learning. It explains that SOLEs allow children aged 8-12 to work in small groups to answer questions they generate using the internet. The researcher Sugata Mitra's experiments showed that children can effectively teach themselves through this approach. The document provides tips for setting up a SOLE and outlines benefits like strengthening children's curiosity, problem-solving, and collaboration skills.
This document discusses collaboration events hosted by the Open University Learning Design Initiative (OULDI) project to foster shared understanding and co-creation of learning designs. It introduces the project leaders and officers and describes workshops and "cloudfests" that bring practitioners together both virtually through tools like Cloudworks, and in person, to reflect on designs and share ideas. Tools like Cloudworks and CompendiumLD provide representations and visualizations of designs to support collaboration and new perspectives.
Doug Maloney discussed how ideas are good but innovation requires taking an idea and executing on it over time. He provided examples of innovations like the Fosbury Flop high jump technique that required persistence to be accepted. Maloney also explained how converging technologies like smartphones, mobile apps, and cloud computing enabled new innovations. Successful innovations are willing to be misunderstood initially and require nurturing ideas through testing and input until the right conditions emerge for an innovation to flourish.
Google Wave is a real-time collaboration and communication tool. It allows users to collaborate on documents and have conversations within the same interface. Some key features include real-time editing, embeddable media, extensions, and open-source capabilities. The presentation demonstrates how Wave could be used for general collaboration like meetings or project management, as well as specific classroom uses like lesson planning or collaborative note-taking.
The document outlines the assignments and deliverables for Project 1 of a visual design course, which asks students to create an information visualization that illuminates a pattern in the history of social media. Over two weeks, students will research the topic, prototype a visualization, and create a final digital design to present based on feedback. The project aims to uncover long-term trends in social media and gain experience designing visual representations of information.
Informal Learning and Social Media: Upskiilling for 21st Century TrainingMarlo Gorelick
The document discusses how training is evolving from traditional instructor-led methods to incorporate more social and informal learning approaches. It notes that while social and informal learning have long existed, new technologies like social media now allow them to occur on a larger scale. The document provides advice on how trainers can support these new approaches, including developing skills in curating content, including learners, participating in communities, and nurturing communities rather than just directing them. It emphasizes shifting focus from teaching set methods to helping people learn how to learn on their own.
The document discusses using games for learning and describes the Knowledge Guru game. It summarizes that the Knowledge Guru game was created to allow people to learn while playing games, track what they are learning, and remember the information after playing. It was used by ExactTarget to train their employees on their multiple product lines and launches in a fun and engaging way through mobile and web apps.
Rising to the Challenge: Collaboration in 1:1 ClassroomKatie Morrow
This document discusses promoting collaboration in 1:1 classrooms. It provides examples of digital tools that can be used to facilitate collaboration, such as VoiceThread, Google Docs, iChat/Skype, blogs, and wikis. Challenge-based learning is presented as a framework for collaborative projects, with essential elements including real-world topics, challenges, student teams, and teachers as co-collaborators. Potential benefits of collaboration include improved attendance, engagement, empowerment, and skills in communication and community connections.
The document discusses how to set up Self-Organized Learning Environments (SOLEs) to encourage child-driven learning. It explains that SOLEs allow children aged 8-12 to work in small groups to answer questions they generate using the internet. The researcher Sugata Mitra's experiments showed that children can effectively teach themselves through this approach. The document provides tips for setting up a SOLE and outlines benefits like strengthening children's curiosity, problem-solving, and collaboration skills.
This document discusses collaboration events hosted by the Open University Learning Design Initiative (OULDI) project to foster shared understanding and co-creation of learning designs. It introduces the project leaders and officers and describes workshops and "cloudfests" that bring practitioners together both virtually through tools like Cloudworks, and in person, to reflect on designs and share ideas. Tools like Cloudworks and CompendiumLD provide representations and visualizations of designs to support collaboration and new perspectives.
Doug Maloney discussed how ideas are good but innovation requires taking an idea and executing on it over time. He provided examples of innovations like the Fosbury Flop high jump technique that required persistence to be accepted. Maloney also explained how converging technologies like smartphones, mobile apps, and cloud computing enabled new innovations. Successful innovations are willing to be misunderstood initially and require nurturing ideas through testing and input until the right conditions emerge for an innovation to flourish.
One Change is a non-profit organization that empowers people to take simple actions to help the environment. It began in 2005 with a light bulb distribution campaign called Project Porchlight. In 2008, Project Porchlight expanded to several new regions, distributing over 2 million energy-efficient light bulbs across North America. One Change was also named a partner of the United Nations Environment Programme. Looking ahead, One Change has plans to launch more campaigns and expand Project Porchlight into additional areas in 2009.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
Experiential workshop on informal learningJay Cross
This document advertises an experiential workshop on informal learning facilitated by Jay Cross. The 4-week workshop involves 5 interactive video conversations to help participants understand informal learning, experience collaborative work and social networks, and integrate learning into their workflow. The workshop aims to help participants improve performance by over $100,000 and implement informal learning projects. It is designed for decision-makers and innovators and will be personalized for each group of up to 9 participants.
This document describes a project to create a soft toy called "Story Toy" that allows children to capture photos and record short stories by squeezing and pressing the toy. The toy is intended to encourage children ages 7-11 to explore, use their imagination, and record moments through natural play interactions. A prototype was created using a camera, force sensor, Arduino, and software to catalog photos and audio recordings for the child to assemble into a narrated story. The goal was to design an exploratory interactive toy that facilitates creativity, storytelling, and sharing ideas for children in the concrete operational stage of cognitive development.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
This document summarizes an action research project at Mt. Sentinel Secondary School exploring how collaborative technology tools can engage and improve learning when aligned with feedback criteria. Teachers from Science, Russian, and Social Studies classes partnered to implement projects using tools like Wikis, blogs, and Moodle. Results showed technology enhanced engagement but students struggled with criteria and feedback. Next steps include continuing professional development, integrating Moodle, and developing authentic cross-curricular projects to meet 21st century learning goals.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document reflects on using various tools to promote reflection and assessment in the classroom. It discusses moving from teacher-driven reflection using basic tools like photo albums to giving students more ownership over reflection using technologies like wikis, word clouds, and video/audio recording. The focus has shifted to daily reflection not just assessment and using technologies like voice threads and online brainstorming tools to scaffold student ideas and make thinking more visible across subjects.
The document describes an approach to integrating ICT in the classroom called "The Easy(ier) Way" that aims to reduce stress for teachers. It involves using three standalone Macs that three students at a time are taught to use basic software like KidPics and Instant Alpha. The students then teach the software to another student, becoming teachers themselves. This allows the teacher to focus on classroom instruction while students learn ICT skills through peer-to-peer learning with minimal support needed. The approach is described as reducing stress, allowing more time for classwork, and resulting in real learning without technology break downs.
Matua Avi is a short document. It does not provide much context or details. The document title "Matua Avi" may refer to an individual named Matua Avi, but without more information it is difficult to determine the key topics, events, or ideas discussed in the document.
Two Junior teachers from different schools (Mamaku and Ngongotaha) have teamed up to present at their ICTPD Cluster Conference. This is the slideshow they created as support for that workshop.
Clarify the purpose.
Set the criteria,
provide the cameras.....and sit back and watch the.....
Commitment,
Challenge,
Problem solving,
Thinking,
Persistence
and most of all.......
THE TEAM WORK!!!!!!!
This presentation was created with the purpose of informing BOT and staff of learning gained and thinking transformed through the opportunity to attend the International Conference on Thinking, 2009.
This document discusses improving iPad workflow in schools that use Google Apps for Education (GAFE). It introduces several free apps for the iPad - Shadow Puppet EDU, Skitch, and Glogster - that allow users to create content on iPads and share it to Google Drive. The document evaluates these apps and others based on criteria like engagement, instructional design, and accessibility. It provides examples of how each app can be used and allows time for users to explore the apps. Key apps highlighted are Kahoot for quizzes, Skitch for image annotation, Shadow Puppet EDU for video creation, and Glogster for multimedia posters. The goal is to help schools effectively use iPads for
This document provides an overview of an iPad training session presented by Joquetta Johnson. It begins with Johnson introducing herself and her experience and credentials. The agenda for the session is then outlined, covering getting to know the iPad, tips and tricks, accessories, and teaching and learning apps. Recommended apps are listed in various categories. The session concludes with Johnson providing her contact information and digital footprint.
This document discusses using iPads in education. It begins with an introduction to iPad fluency - moving from being skilled at using basic iPad functions, to being literate in using specific apps for tasks, to fluency where skills are unconscious and tasks are effortlessly combined. Sections provide tips for getting to know the iPad, increasing app knowledge through sources of new app information, apps for specific tasks like reading, multimedia, collaboration and creation. Apps are categorized for teaching different subject areas and cognitive skill levels based on Bloom's taxonomy. The document emphasizes that iPads provide ubiquitous access to information and resources for students, and their intuitive interface allows all students to access technology.
This document provides an overview of using the iPad and mobile technologies for speech therapy. It begins with introducing the presenter and their background and experience in speech pathology. It then lists the learner outcomes which include learning about telepractice, integrating the iPad with behavioral and academic components, and utilizing specific iPad apps for language, auditory processing, pragmatics, cognition and more. The document provides disclaimers about apps not replacing a speech therapist. It then covers topics like telepractice, the basics of using an iPad, strategies for using iPads in the classroom, apps for specific skills like behavior, literacy support, and common learning challenges for those on the autism spectrum.
This document discusses professional learning (PL) around using iPads and mobile devices in the classroom to develop 21st century skills in students. It emphasizes that the focus should be on learning outcomes rather than the technology itself. Teachers are encouraged to engage in self-directed PL through trial and error, reflection, and collaboration with others. The document provides an e-learning planning framework to help teachers integrate iPads into teaching and learning over time, starting with small, personal uses and building up to more advanced classroom applications.
One Change is a non-profit organization that empowers people to take simple actions to help the environment. It began in 2005 with a light bulb distribution campaign called Project Porchlight. In 2008, Project Porchlight expanded to several new regions, distributing over 2 million energy-efficient light bulbs across North America. One Change was also named a partner of the United Nations Environment Programme. Looking ahead, One Change has plans to launch more campaigns and expand Project Porchlight into additional areas in 2009.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
Experiential workshop on informal learningJay Cross
This document advertises an experiential workshop on informal learning facilitated by Jay Cross. The 4-week workshop involves 5 interactive video conversations to help participants understand informal learning, experience collaborative work and social networks, and integrate learning into their workflow. The workshop aims to help participants improve performance by over $100,000 and implement informal learning projects. It is designed for decision-makers and innovators and will be personalized for each group of up to 9 participants.
This document describes a project to create a soft toy called "Story Toy" that allows children to capture photos and record short stories by squeezing and pressing the toy. The toy is intended to encourage children ages 7-11 to explore, use their imagination, and record moments through natural play interactions. A prototype was created using a camera, force sensor, Arduino, and software to catalog photos and audio recordings for the child to assemble into a narrated story. The goal was to design an exploratory interactive toy that facilitates creativity, storytelling, and sharing ideas for children in the concrete operational stage of cognitive development.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
This document summarizes an action research project at Mt. Sentinel Secondary School exploring how collaborative technology tools can engage and improve learning when aligned with feedback criteria. Teachers from Science, Russian, and Social Studies classes partnered to implement projects using tools like Wikis, blogs, and Moodle. Results showed technology enhanced engagement but students struggled with criteria and feedback. Next steps include continuing professional development, integrating Moodle, and developing authentic cross-curricular projects to meet 21st century learning goals.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document reflects on using various tools to promote reflection and assessment in the classroom. It discusses moving from teacher-driven reflection using basic tools like photo albums to giving students more ownership over reflection using technologies like wikis, word clouds, and video/audio recording. The focus has shifted to daily reflection not just assessment and using technologies like voice threads and online brainstorming tools to scaffold student ideas and make thinking more visible across subjects.
The document describes an approach to integrating ICT in the classroom called "The Easy(ier) Way" that aims to reduce stress for teachers. It involves using three standalone Macs that three students at a time are taught to use basic software like KidPics and Instant Alpha. The students then teach the software to another student, becoming teachers themselves. This allows the teacher to focus on classroom instruction while students learn ICT skills through peer-to-peer learning with minimal support needed. The approach is described as reducing stress, allowing more time for classwork, and resulting in real learning without technology break downs.
Matua Avi is a short document. It does not provide much context or details. The document title "Matua Avi" may refer to an individual named Matua Avi, but without more information it is difficult to determine the key topics, events, or ideas discussed in the document.
Two Junior teachers from different schools (Mamaku and Ngongotaha) have teamed up to present at their ICTPD Cluster Conference. This is the slideshow they created as support for that workshop.
Clarify the purpose.
Set the criteria,
provide the cameras.....and sit back and watch the.....
Commitment,
Challenge,
Problem solving,
Thinking,
Persistence
and most of all.......
THE TEAM WORK!!!!!!!
This presentation was created with the purpose of informing BOT and staff of learning gained and thinking transformed through the opportunity to attend the International Conference on Thinking, 2009.
This document discusses improving iPad workflow in schools that use Google Apps for Education (GAFE). It introduces several free apps for the iPad - Shadow Puppet EDU, Skitch, and Glogster - that allow users to create content on iPads and share it to Google Drive. The document evaluates these apps and others based on criteria like engagement, instructional design, and accessibility. It provides examples of how each app can be used and allows time for users to explore the apps. Key apps highlighted are Kahoot for quizzes, Skitch for image annotation, Shadow Puppet EDU for video creation, and Glogster for multimedia posters. The goal is to help schools effectively use iPads for
This document provides an overview of an iPad training session presented by Joquetta Johnson. It begins with Johnson introducing herself and her experience and credentials. The agenda for the session is then outlined, covering getting to know the iPad, tips and tricks, accessories, and teaching and learning apps. Recommended apps are listed in various categories. The session concludes with Johnson providing her contact information and digital footprint.
This document discusses using iPads in education. It begins with an introduction to iPad fluency - moving from being skilled at using basic iPad functions, to being literate in using specific apps for tasks, to fluency where skills are unconscious and tasks are effortlessly combined. Sections provide tips for getting to know the iPad, increasing app knowledge through sources of new app information, apps for specific tasks like reading, multimedia, collaboration and creation. Apps are categorized for teaching different subject areas and cognitive skill levels based on Bloom's taxonomy. The document emphasizes that iPads provide ubiquitous access to information and resources for students, and their intuitive interface allows all students to access technology.
This document provides an overview of using the iPad and mobile technologies for speech therapy. It begins with introducing the presenter and their background and experience in speech pathology. It then lists the learner outcomes which include learning about telepractice, integrating the iPad with behavioral and academic components, and utilizing specific iPad apps for language, auditory processing, pragmatics, cognition and more. The document provides disclaimers about apps not replacing a speech therapist. It then covers topics like telepractice, the basics of using an iPad, strategies for using iPads in the classroom, apps for specific skills like behavior, literacy support, and common learning challenges for those on the autism spectrum.
This document discusses professional learning (PL) around using iPads and mobile devices in the classroom to develop 21st century skills in students. It emphasizes that the focus should be on learning outcomes rather than the technology itself. Teachers are encouraged to engage in self-directed PL through trial and error, reflection, and collaboration with others. The document provides an e-learning planning framework to help teachers integrate iPads into teaching and learning over time, starting with small, personal uses and building up to more advanced classroom applications.
The document provides an agenda and overview for a presentation on using iPads in inclusive classrooms. The presentation covers choosing appropriate apps, exploring apps through task challenges, and examples of iPads being used in different subject areas like science, social studies, language arts, and math. Specific apps that are highlighted include Sticky Notes, Book Creator, Notability, Popplet, Educreations, and Animoto. The goal is to make differences in learning ordinary and provide options that engage diverse students.
What We Have Learned about Professional Development for the iPadLaurence Baker
This document summarizes the professional development program for teachers at Mercy High School regarding the implementation of iPads. It describes the focus areas of leadership, culture, planning, outcomes and workflow. It provides details on leadership surveys, focus groups, and research conducted. Milestones of the program include techniques for substitution, creation and collaboration using various apps. Ongoing professional development includes workshops, orientations, and resources to support teachers as they incorporate iPads into their teaching.
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
Transforming learning with an iPad updated Oct 2012CORE Education
iPads can transform learning by making it more engaging, motivating, and personalized. They allow for hands-on, immersive learning experiences that can be accessed flexibly. With every student having an iPad, learning can be tailored to each individual. A wide variety of apps exist to illuminate concepts, organize information, access media, monitor progress, and differentiate instruction. These apps encourage creativity, collaboration, and mobility in learning.
This presentation was created in Keynote and a version was uploaded in PowerPoint for SlideShare. iPads for Kids shows ways in which you can use the iPads in the classroom and ways to make searching for apps easier. The third slide is a YouTube video (that you can find here: http://www.youtube.com/watch?v=Q9Zyc-ntZp4) it's quite funny and worth a watch.
This document discusses the educational uses and potential of iPads in classrooms, noting that thousands of apps are available and that iPads provide technical, mobile, and learner benefits. It provides examples of school districts that have purchased large numbers of iPads and recommends several apps for visual thinking, information gathering, creativity, guided practice, content repositories, productivity, and combinations of uses. The document concludes by comparing iPads to other tablets and discussing their use for research projects in Google Presentations.
This document summarizes a presentation about using technology like iPads to enhance education. It discusses implementing iPads at a middle school by consulting teachers and tying the tech plan to the school's vision. Popular apps like Popplet, Educreations and Book Creator are highlighted for allowing students to show their understanding in creative ways. The presentation emphasizes using technology to foster collaboration, creativity and personalized learning through project-based activities and essential questions.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
An overview of some useful product (and product types) that can help teachers work with collaborative tools that they can access from multiple locations. Provides images and overviews. Although this list is not comprehensive, there are many links to applications that are in use and that can serve as examples for ways these very open-ended tools can be used.
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.
An overview of some of the best apps for college students, compiled by Larry Treadwell, Instruction Coordinator at St. Thomas University Library.
Presented at the University Library on 11/27/12
The use of the i pad in and for qualitative researchMerlien Institute
The use of the ipad in and for qualitative research
by Frank-Thomas Naether
Presented at Merlien Institute's Qualitative Consumer Research & Insights Conference 2011
6-8 April 2011, Malta
More info at: www.merlien.org
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
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,
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.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
I pad = ipower (ftpp)
1. iPads are such an incredibly powerful tool,
they can impact on your role as a Learner, a
Teacher and a Leader.
Let’s look at “Purpose, Productivity and the
iPad from a Principal’s Perspective”.
Everything from “Communication to
Collaboration to Capturing Voice”.
Time will be provided for questions and a
chance to actually use some of the apps
discussed on an iPad.
Image: Salvatore Vuono / FreeDigitalPhotos.net
2. “IPAD = IPOWER”
iPads are such an incredibly powerful tool,
they can impact on your role as a Learner, a
Teacher and a Leader.
Let’s look at “Purpose, Productivity and the
iPad from a Principal’s Perspective”.
Everything from “Communication to
Collaboration to Capturing Voice”.
Time will be provided for questions and a
chance to actually use some of the apps
discussed on an iPad.
Image: Salvatore Vuono / FreeDigitalPhotos.net
3. Approx Time -
Altered to suit the
needs of the group
Activity Purpose
Intro - Make connections. Build Relationships. paulaictpd@gmail.com
12.45 - 12.55 Who am I?
Setting the scene We don’t know what we don’t know (Video)
Links and
12.55 - 1.10
Resources Intent, Inform. Asking the right Questions.
Get them Are all Apps created Equal? “Purpose,
1.10 - 1.30 Productivity and the iPad from a Principal’s
Hooked
Perspective”.
1.30 - 1.50 Reel them in Create versus Consume. Everything from
“Communication to Collaboration to Capturing Voice”.
After Setting the
Whole Group
Round Robin
Idea generation. Inclusion of ALL ideas.
scene. If group
needs warrant
Activity See ‘final’ Slide
(PLOT)
4. SESSION OUTLINE
Approx Time -
Altered to suit the
needs of the group
Activity Purpose
Intro - Make connections. Build Relationships. paulaictpd@gmail.com
12.45 - 12.55 Who am I?
Setting the scene We don’t know what we don’t know (Video)
Links and
12.55 - 1.10
Resources Intent, Inform. Asking the right Questions.
Get them Are all Apps created Equal? “Purpose,
1.10 - 1.30 Productivity and the iPad from a Principal’s
Hooked
Perspective”.
1.30 - 1.50 Reel them in Create versus Consume. Everything from
“Communication to Collaboration to Capturing Voice”.
After Setting the
Whole Group
Round Robin
Idea generation. Inclusion of ALL ideas.
scene. If group
needs warrant
Activity See ‘final’ Slide
(PLOT)
5. Paula’s Links:
ipadapps4education
Principal’s PD Apps
Readings
Resources
School Implementation
VLN - iPad Users Group
iPads in a Junior Classroom (Sara Taylor, Tauranga Primary)
Transforming Learning with an iPad (Allanah King - Nelson)
iPad Lessons (Pin Interest - Lisa Johnson)
Image: David Castillo Dominici / FreeDigitalPhotos.net
6. Paula’s Links:
ipadapps4education
Principal’s PD Apps
Readings
Links and Resources
Resources
School Implementation
VLN - iPad Users Group
iPads in a Junior Classroom (Sara Taylor, Tauranga Primary)
Transforming Learning with an iPad (Allanah King - Nelson)
iPad Lessons (Pin Interest - Lisa Johnson)
Image: David Castillo Dominici / FreeDigitalPhotos.net
7. Productivity
Docs2Go ($13.99)
Quick Voice (Free)
Smart Note (Free)
Top Tips for iPad (Free)
Drop Box (Free)
Collaboration
Groupboard (Free)
Mover+ ($2.59)
Skype (Free)
Useful
TKI Schools (Free)
TED (Free)
Flipboard (Free)
Nurturing Thinking
Tour Wrist (Free)
LIFE (Free)
“Publishing” - for want of a better word!
Pages ($13.99)
Keynote ($13.99)
Don’t forget Google Docs!
Image: jannoon028 / FreeDigitalPhotos.net
Image: nokhoog_buchachon / FreeDigitalPhotos.net
8. Productivity
Docs2Go ($13.99)
Quick Voice (Free)
Smart Note (Free)
Top Tips for iPad (Free)
Drop Box (Free)
Collaboration
Groupboard (Free)
Mover+ ($2.59)
Skype (Free)
Useful
TKI Schools (Free)
TED (Free)
Flipboard (Free)
GET THEM HOOKED...
Nurturing Thinking
Tour Wrist (Free)
LIFE (Free)
“Publishing” - for want of a better word!
Pages ($13.99)
Keynote ($13.99)
Don’t forget Google Docs!
Image: jannoon028 / FreeDigitalPhotos.net
Image: nokhoog_buchachon / FreeDigitalPhotos.net
9. Nurturing Thinking
Toontastic - Create an animated Story - Set
up/Conflict/Challenge/Climax and Resolution -
“Your Story Arc” (Emotional Energy)
Popplet 'lite' - Brainstorming, with images
and voice
Tappy memories - Personalise questions,
add images and voice. Ability to export and
upload to blogs, LMS
Blogger - Blog seamlessly directly from
device.
Inquiry
NZ Herald - News and current affairs, as it happens updated throughout the day, real Inquiry in real time.
Maori
Te Reo Dictionary - Translates Maori to English or English to Maori.
Literacy
The Fantastic Flying books of Mr Morris - Authentic example of a moving and engaging digital book
Numeracy
100's board (Matt Thomas) - All about the teaching and learning! But wait there’s more.....Tens Frame, Number
Find, Numbers 0-9
Reinforcing Teaching and Learning
Show Me Role Model, record, review, repeat for reinforcement
10. Nurturing Thinking
Toontastic - Create an animated Story - Set
up/Conflict/Challenge/Climax and Resolution -
“Your Story Arc” (Emotional Energy)
Popplet 'lite' - Brainstorming, with images
and voice
Tappy memories - Personalise questions,
add images and voice. Ability to export and
upload to blogs, LMS
Blogger - Blog seamlessly directly from
device.
REEL THEM IN.....
Inquiry
NZ Herald - News and current affairs, as it happens updated throughout the day, real Inquiry in real time.
Maori
Te Reo Dictionary - Translates Maori to English or English to Maori.
Literacy
The Fantastic Flying books of Mr Morris - Authentic example of a moving and engaging digital book
Numeracy
100's board (Matt Thomas) - All about the teaching and learning! But wait there’s more.....Tens Frame, Number
Find, Numbers 0-9
Reinforcing Teaching and Learning
Show Me Role Model, record, review, repeat for reinforcement
11. Do you have a schoolwide technology initiative plan? If so what are some of the things you
have considered, what rates MOST highly for you/your school?
Do you currently role model effective use of technology and e-learning to and with your
staff? If so, how does this look, what evidence do you have of this?
What tools or Apps do you currently use that improve your productivity?
Does your school currently have an online presence and if so in what form?
Are you currently using a Mobile Device, if so for what purpose/s?
The Android versus iPad debate. Where do you sit and why?
Do you have a current favourite App, if so which one and why?
If you were rolling out ‘mass’ devices tomorrow, what do you see as your barriers?
12. ROUND ROBIN
Do you have a schoolwide technology initiative plan? If so what are some of the things you
have considered, what rates MOST highly for you/your school?
Do you currently role model effective use of technology and e-learning to and with your
staff? If so, how does this look, what evidence do you have of this?
What tools or Apps do you currently use that improve your productivity?
Does your school currently have an online presence and if so in what form?
Are you currently using a Mobile Device, if so for what purpose/s?
The Android versus iPad debate. Where do you sit and why?
Do you have a current favourite App, if so which one and why?
If you were rolling out ‘mass’ devices tomorrow, what do you see as your barriers?