Ict and resources
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A summary on information about ICT, didactic material, educative resources and how to plan a class integrating technology.
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Expanding opportunities a k12 strategic approach slide share
This document outlines Cobb County School District's K-12 strategic approach to expanding opportunities for students. It discusses statistics on enrollment, demographics, and AP participation. The approach includes vertical alignment strategies from elementary to high school through advanced content courses, talent development programs, data analysis, communication and resources. Examples of initiatives provided are summer enrichment programs, academic support courses, literacy training, and professional development for teachers. The goal is to create a culture of challenging instruction and support for all students through collaboration across schools.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
Principal Resume- Online
Cyrthoman is pursuing a Principal Certification from Penn State University with a 4.0 GPA. They have over 15 years of experience as a 5th and 6th grade teacher at Central York School District, where they improved student achievement and implemented various technologies. They have held several leadership roles developing curriculum, analyzing data, and mentoring new teachers. Cyrthoman has presented workshops on integrating technology like iPads and Web 2.0 tools.
IREX, UCF, Day 5, Spring 2015
The document discusses new educational tools like Zaption, BlendSpace, and Zotero/RefMe. It then outlines the process for creating a sample technology-rich lesson plan over two days of activities. This includes determining a topic and instructional approach, identifying supporting tools, and creating pages for the lesson plan, student activities, and teacher resources. The lesson plan should have objectives, include both traditional and emerging technologies, and be student-centered. It also provides guidance on what each page should contain, like step-by-step instructions and annotated resources for students and teachers. Time is provided the next day for working on the lesson plan and ePortfolio.
09 OCLRE Conference Presentation
This document summarizes the National History Day program in Ohio. It discusses that National History Day is an annual competition for students in grades 4-12 where they research and develop projects on historical topics and themes. In Ohio, students participate in local and state competitions leading up to the national competition in June. The 2010 theme was "Innovation in History." The document provides examples of project categories and guidelines teachers use to integrate the program into their curriculum, such as required timelines and due dates for students to turn in research and drafts. It also lists some highlighted online resources available to students for their research.
Opening Your Classroom, Flattening Walls with Skype & Google +
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
Research Projects, Revisited
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
Recommended
Expanding opportunities a k12 strategic approach slide share
This document outlines Cobb County School District's K-12 strategic approach to expanding opportunities for students. It discusses statistics on enrollment, demographics, and AP participation. The approach includes vertical alignment strategies from elementary to high school through advanced content courses, talent development programs, data analysis, communication and resources. Examples of initiatives provided are summer enrichment programs, academic support courses, literacy training, and professional development for teachers. The goal is to create a culture of challenging instruction and support for all students through collaboration across schools.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
Principal Resume- Online
Cyrthoman is pursuing a Principal Certification from Penn State University with a 4.0 GPA. They have over 15 years of experience as a 5th and 6th grade teacher at Central York School District, where they improved student achievement and implemented various technologies. They have held several leadership roles developing curriculum, analyzing data, and mentoring new teachers. Cyrthoman has presented workshops on integrating technology like iPads and Web 2.0 tools.
IREX, UCF, Day 5, Spring 2015
The document discusses new educational tools like Zaption, BlendSpace, and Zotero/RefMe. It then outlines the process for creating a sample technology-rich lesson plan over two days of activities. This includes determining a topic and instructional approach, identifying supporting tools, and creating pages for the lesson plan, student activities, and teacher resources. The lesson plan should have objectives, include both traditional and emerging technologies, and be student-centered. It also provides guidance on what each page should contain, like step-by-step instructions and annotated resources for students and teachers. Time is provided the next day for working on the lesson plan and ePortfolio.
09 OCLRE Conference Presentation
This document summarizes the National History Day program in Ohio. It discusses that National History Day is an annual competition for students in grades 4-12 where they research and develop projects on historical topics and themes. In Ohio, students participate in local and state competitions leading up to the national competition in June. The 2010 theme was "Innovation in History." The document provides examples of project categories and guidelines teachers use to integrate the program into their curriculum, such as required timelines and due dates for students to turn in research and drafts. It also lists some highlighted online resources available to students for their research.
Opening Your Classroom, Flattening Walls with Skype & Google +
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
Research Projects, Revisited
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
Not Just a Number: Student Centered Approach for Large Courses
This document discusses strategies for teaching large courses and engaging students. It introduces approaches like using social media and collaborative technologies to help students feel connected. Some specific strategies mentioned are setting up groups for in-class activities on tools like Twitter and Google Moderator and using wikis and social bookmarking for collaborative notes and content outlines. Real-time student response systems and quizzes are suggested for collecting feedback. The challenges of managing discussions and grouping students are addressed.
UDL
The document outlines the goals, methods, materials, and assessments used in a UDL curriculum. The goals are to align instruction with standards, develop independent learners, and provide options for teachers. Methods include evidence-based, flexible instructional approaches adjusted based on progress monitoring. Materials present content through varied media and demonstrations of knowledge. Assessments use multiple methods and materials to reduce barriers and guide instruction. The examples ask how recommended materials provide options for various learning needs.
Assistive technology
This document discusses students with special needs and how to support them through Individualized Education Plans (IEPs) and assistive technology. An IEP describes goals and any special support needed to help a student with disabilities achieve their goals. Students are placed in the least restrictive environment, such as a regular classroom with support or a special classroom. Assistive technology includes any item that increases functional capabilities and can be no tech, low tech, or high tech options like word prediction software, ebooks, or hands-on activities. The IEP and assistive technologies are meant to help teachers support students based on their specific disabilities and needs.
Education in Finland
My 15 minute presentation for a panel talk at GETS 2010, "Building a World-Class Education System". The actual panel discussion that followed is not included. I discuss Finland's PISA success and the reasons behind it, as well as some future focus areas.
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This English language program is, mixing online and campus based education. The online part ensures flexibility, creativity and freedom. Three campus weeks per year are mandatory. This is to meet the teachers, for community building, and learning activities that work better in a live setting.
Why teacher websites are important
Teacher websites are important for organizing class calendars and homework assignments, archiving lesson plans and materials to help students who missed class, meeting accessibility needs for students with IEPs or 504 plans, facilitating parent communication about assignments and events, and sharing classroom activities and student work through photos and stories. They can also provide educational resources and homework help links for students as well as ways for teachers, students, and parents to give feedback and make global connections.
Acl 2006 Winning Their Hearts And Minds
The document discusses strategies for promoting engagement in library instruction across four areas:
1) Student to librarian engagement can be increased through developing relationships, demonstrating care for students' success, and sharing personal stories.
2) Student to student engagement is encouraged through activities like student interviews, team building, contests, and group work.
3) Engaging students with the curriculum involves teaching in context, addressing multiple learning styles, and making the content fun and interactive.
4) Connecting students to the wider world of information can be done through assignments involving current events, web quests, and using real examples for searching.
Using Google Docs in the Classroom
This document provides several ideas for using Google Docs in the classroom, including having students collaboratively write sentences to get to know each other, suggesting questions for field trips, sharing work with "ICT buddies" to provide feedback, collecting and graphing science data, and more. The ideas can be adapted for different subjects and age groups. Google Docs allows for real-time collaboration and editing on shared documents.
Zahraa Hassan Resume
The document is a resume for Zahraa Hassan, who is seeking a position as an English teacher. She has a Postgraduate Certificate in Teaching English as a Second Language from Algonquin College. She has experience tutoring and teaching English to students both in person and online. She is proficient in English and Arabic and has demonstrated the ability to develop curriculum and lesson plans for students at various levels.
Preparing for USC - Session 8 Orientation
Successful students are familiar with university services and supports. The document provides information about various services available at the University of the Sunshine Coast (USC) campus including Student Central for general inquiries, the library for study spaces and resources, IT helpdesk for technology issues, and academic skills advisors to assist with study skills. It emphasizes the importance of being organized, motivated, engaged in learning, and asking for help from the supports available to students.
Grade 5 Parent BBQ Slideshow
If you missed the school BBQ, here is the information from the grade 5 presentation in the classroom. Please let me know if you have any questions about the information. Thanks!
NRocks presentation on slow research
The document describes a slow research approach taken with a group of teachers from five primary schools. Over the course of a year, the teachers participated in study days to develop basic research skills like forming research questions, data collection and analysis. This included time for open-ended discussion and exploration of ideas. The research served as a way to systematically reflect on various project-based learning initiatives in the schools. Two examples are described of how teachers used simple narratives and research diaries to capture insights from their work. Overall, the teachers found the process transformative and valued having time and space to discuss, grow ideas and feel a sense of professionalism.
Applying self-study approach to evaluate a distance online course
This document summarizes a self-study of a distance online English course for students in Indonesia. The self-study includes an autobiography of the instructor, an analysis of the course content and delivery methods using various learning management systems and social media, and a reflection on what went well and could be improved. The course aimed to improve students' English communication skills but faced some challenges with internet bandwidth and students' language proficiency levels. Overall, the instructor sought to enhance structure of the online course platform and opportunities for student feedback and discussion.
Pukunui- student led learning - feb13
The document outlines different components that can be used to design a student-led learning course with Moodle, including databases, wikis, glossaries, and forums where students take on the role of curating lessons and sharing their knowledge. It also describes using quizzes, assignments, and question forums to assess student learning, as well as providing instructional materials like pages, videos, and folders for students to explore course topics with the teacher acting as a guide.
Starting from Scratch: Inclusive Library Practice for Students with Intellect...
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2. Breaking the S.E.A.L. - Developing new pedagogies and impacts for schools ...CONUL Teaching & Learning
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Barry Houlihan, Archivist NUI Galway: CONUL Teaching and Learning Award 2016 Winner
Dr Paul Flynn, Technology Enhanced Learning Methodologist, School of Education, NUI Galway.Professional Resume
Natalie D'Amico is an elementary educator certified to teach K-8 with endorsements in TESOL and educational technology. She has a M.A. in Educational Technology and B.A. in Elementary Education from Michigan State University. Her work experience includes teaching 5th grade at St. Thomas Aquinas Parish School from 2014-2017 and long term substitute teaching 6th grade at Saline Middle School. She is currently a premier substitute teacher for Saline Area Schools.
Theory, introduction to the course, 27.10.2014, Essi Vuopala
This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group assignments, produce a collaborative "science book," and be assessed through participation, an exam, and the book.
Lesson plan virtual tour media ctr 1
This lesson plan aims to teach students how to create a digital storybook using PowerPoint and iMovie. Students will choose a topic related to a field trip, class activity, or routine and work with a partner to develop a storyboard in PowerPoint with at least 10 slides containing text, photos, and audio. They will then convert the PowerPoint slides into an iMovie to share their digital story with the class. The goal is for students to learn how to create a multimedia presentation and apply their knowledge and skills to develop a digital story on a real-world topic.
Ict resources
This document discusses the integration of technology resources in education. It begins by stating that technology enhances but does not replace great teachers. It then classifies educational resources as didactic materials, educative resources, and pedagogical-technological resources including printed, manipulative, audiovisual, and interactive materials. The document outlines requirements for selecting resources and a step-by-step process for planning, preparation, and evaluation. It notes the functions of resources as providing information, guiding learning, developing new abilities, and motivating students.
Online Teaching Resources
This document provides an overview of online teaching resources for various subject areas including social sciences/history, English literacy, science, and mathematics. It lists numerous websites that offer lesson plans, teaching strategies, instructional materials, and other resources for teaching these subjects online. The document concludes by instructing groups to draft a simple lesson plan using resources from one of the listed websites within a given time limit, with the best plan to be presented and rewarded.
Flexible Delivery Of Pst 1
This document outlines plans for delivering a flexible sport psychology course. It discusses moving to a more autonomous model that considers student feedback on content, assessment, and delivery. Options being considered include online lectures, podcasts, video, tutorials, and flexible assessment types. The goal is a blended model providing access anywhere through electronic and hard copy materials, with cultural sensitivity and sustainability in mind.
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Not Just a Number: Student Centered Approach for Large Courses
This document discusses strategies for teaching large courses and engaging students. It introduces approaches like using social media and collaborative technologies to help students feel connected. Some specific strategies mentioned are setting up groups for in-class activities on tools like Twitter and Google Moderator and using wikis and social bookmarking for collaborative notes and content outlines. Real-time student response systems and quizzes are suggested for collecting feedback. The challenges of managing discussions and grouping students are addressed.
UDL
The document outlines the goals, methods, materials, and assessments used in a UDL curriculum. The goals are to align instruction with standards, develop independent learners, and provide options for teachers. Methods include evidence-based, flexible instructional approaches adjusted based on progress monitoring. Materials present content through varied media and demonstrations of knowledge. Assessments use multiple methods and materials to reduce barriers and guide instruction. The examples ask how recommended materials provide options for various learning needs.
Assistive technology
This document discusses students with special needs and how to support them through Individualized Education Plans (IEPs) and assistive technology. An IEP describes goals and any special support needed to help a student with disabilities achieve their goals. Students are placed in the least restrictive environment, such as a regular classroom with support or a special classroom. Assistive technology includes any item that increases functional capabilities and can be no tech, low tech, or high tech options like word prediction software, ebooks, or hands-on activities. The IEP and assistive technologies are meant to help teachers support students based on their specific disabilities and needs.
Education in Finland
My 15 minute presentation for a panel talk at GETS 2010, "Building a World-Class Education System". The actual panel discussion that followed is not included. I discuss Finland's PISA success and the reasons behind it, as well as some future focus areas.
Webinar: Study an online Master’s in Gender Studies, Linköping University, Sw...
Linköping University offers you an international MSSc with a major in Gender studies, specialization Intersectionality and Change 120/60 ECTS credits.
This English language program is, mixing online and campus based education. The online part ensures flexibility, creativity and freedom. Three campus weeks per year are mandatory. This is to meet the teachers, for community building, and learning activities that work better in a live setting.
Why teacher websites are important
Teacher websites are important for organizing class calendars and homework assignments, archiving lesson plans and materials to help students who missed class, meeting accessibility needs for students with IEPs or 504 plans, facilitating parent communication about assignments and events, and sharing classroom activities and student work through photos and stories. They can also provide educational resources and homework help links for students as well as ways for teachers, students, and parents to give feedback and make global connections.
Acl 2006 Winning Their Hearts And Minds
The document discusses strategies for promoting engagement in library instruction across four areas:
1) Student to librarian engagement can be increased through developing relationships, demonstrating care for students' success, and sharing personal stories.
2) Student to student engagement is encouraged through activities like student interviews, team building, contests, and group work.
3) Engaging students with the curriculum involves teaching in context, addressing multiple learning styles, and making the content fun and interactive.
4) Connecting students to the wider world of information can be done through assignments involving current events, web quests, and using real examples for searching.
Using Google Docs in the Classroom
This document provides several ideas for using Google Docs in the classroom, including having students collaboratively write sentences to get to know each other, suggesting questions for field trips, sharing work with "ICT buddies" to provide feedback, collecting and graphing science data, and more. The ideas can be adapted for different subjects and age groups. Google Docs allows for real-time collaboration and editing on shared documents.
Zahraa Hassan Resume
The document is a resume for Zahraa Hassan, who is seeking a position as an English teacher. She has a Postgraduate Certificate in Teaching English as a Second Language from Algonquin College. She has experience tutoring and teaching English to students both in person and online. She is proficient in English and Arabic and has demonstrated the ability to develop curriculum and lesson plans for students at various levels.
Preparing for USC - Session 8 Orientation
Successful students are familiar with university services and supports. The document provides information about various services available at the University of the Sunshine Coast (USC) campus including Student Central for general inquiries, the library for study spaces and resources, IT helpdesk for technology issues, and academic skills advisors to assist with study skills. It emphasizes the importance of being organized, motivated, engaged in learning, and asking for help from the supports available to students.
Grade 5 Parent BBQ Slideshow
If you missed the school BBQ, here is the information from the grade 5 presentation in the classroom. Please let me know if you have any questions about the information. Thanks!
NRocks presentation on slow research
The document describes a slow research approach taken with a group of teachers from five primary schools. Over the course of a year, the teachers participated in study days to develop basic research skills like forming research questions, data collection and analysis. This included time for open-ended discussion and exploration of ideas. The research served as a way to systematically reflect on various project-based learning initiatives in the schools. Two examples are described of how teachers used simple narratives and research diaries to capture insights from their work. Overall, the teachers found the process transformative and valued having time and space to discuss, grow ideas and feel a sense of professionalism.
Applying self-study approach to evaluate a distance online course
This document summarizes a self-study of a distance online English course for students in Indonesia. The self-study includes an autobiography of the instructor, an analysis of the course content and delivery methods using various learning management systems and social media, and a reflection on what went well and could be improved. The course aimed to improve students' English communication skills but faced some challenges with internet bandwidth and students' language proficiency levels. Overall, the instructor sought to enhance structure of the online course platform and opportunities for student feedback and discussion.
Pukunui- student led learning - feb13
The document outlines different components that can be used to design a student-led learning course with Moodle, including databases, wikis, glossaries, and forums where students take on the role of curating lessons and sharing their knowledge. It also describes using quizzes, assignments, and question forums to assess student learning, as well as providing instructional materials like pages, videos, and folders for students to explore course topics with the teacher acting as a guide.
Starting from Scratch: Inclusive Library Practice for Students with Intellect...
Starting from Scratch: Inclusive Library Practice for Students with Intellect...CONUL Teaching & Learning
CONUL Teaching and Learning Annual Seminar. Long Room Hub, Trinity College Dublin, 16th November, 2017.2. Breaking the S.E.A.L. - Developing new pedagogies and impacts for schools ...
2. Breaking the S.E.A.L. - Developing new pedagogies and impacts for schools ...CONUL Teaching & Learning
CONUL Teaching and Learning Annual Seminar. Long Room Hub, Trinity College Dublin, 16th November, 2017.
Barry Houlihan, Archivist NUI Galway: CONUL Teaching and Learning Award 2016 Winner
Dr Paul Flynn, Technology Enhanced Learning Methodologist, School of Education, NUI Galway.Professional Resume
Natalie D'Amico is an elementary educator certified to teach K-8 with endorsements in TESOL and educational technology. She has a M.A. in Educational Technology and B.A. in Elementary Education from Michigan State University. Her work experience includes teaching 5th grade at St. Thomas Aquinas Parish School from 2014-2017 and long term substitute teaching 6th grade at Saline Middle School. She is currently a premier substitute teacher for Saline Area Schools.
Theory, introduction to the course, 27.10.2014, Essi Vuopala
This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group assignments, produce a collaborative "science book," and be assessed through participation, an exam, and the book.
Lesson plan virtual tour media ctr 1
This lesson plan aims to teach students how to create a digital storybook using PowerPoint and iMovie. Students will choose a topic related to a field trip, class activity, or routine and work with a partner to develop a storyboard in PowerPoint with at least 10 slides containing text, photos, and audio. They will then convert the PowerPoint slides into an iMovie to share their digital story with the class. The goal is for students to learn how to create a multimedia presentation and apply their knowledge and skills to develop a digital story on a real-world topic.
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2. Breaking the S.E.A.L. - Developing new pedagogies and impacts for schools ...
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This document discusses the integration of technology resources in education. It begins by stating that technology enhances but does not replace great teachers. It then classifies educational resources as didactic materials, educative resources, and pedagogical-technological resources including printed, manipulative, audiovisual, and interactive materials. The document outlines requirements for selecting resources and a step-by-step process for planning, preparation, and evaluation. It notes the functions of resources as providing information, guiding learning, developing new abilities, and motivating students.
Online Teaching Resources
This document provides an overview of online teaching resources for various subject areas including social sciences/history, English literacy, science, and mathematics. It lists numerous websites that offer lesson plans, teaching strategies, instructional materials, and other resources for teaching these subjects online. The document concludes by instructing groups to draft a simple lesson plan using resources from one of the listed websites within a given time limit, with the best plan to be presented and rewarded.
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1. The document provides resources for substitute teachers to use technology in the classroom, including lesson plans, worksheets, videos, and student information.
2. It demonstrates several websites that teachers can use to find educational resources like abcteach.com, internet4classrooms, and teachnology. It also reviews how to access resources through the school district's Instructional Management System.
3. In addition to summarizing key technology tools, it encourages substitutes to engage students using these resources and provides contact information for technology support staff.
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This document summarizes the goals and activities of the S-TEAM project, which aimed to disseminate inquiry-based science teaching across Europe between 2009-2012. The project involved over 100 people from 26 institutions in 15 countries. It created digital learning resources like videos, books, and lesson plans using a production workflow that included authoring, storing, promoting, and reusing the resources. However, the document notes some open issues around copyright, usability of metadata forms, and reaching teacher educators effectively with Web 2.0 technologies.
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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
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Ict and resources
- 2. Students’ names Sonia Patricia Zepeda Marroquín 6076-12- 12593 Marjorie Magaly Rivas Chacón 6076-04-304 Lesly Andrea López Pérez 6076-15- 16455 Keisy Orfelinda Fajardo Palencia 6076-15-544
- 3. Make information available and guide Work with abilities and improve them Motivate Evaluate
- 4. Providing access to materials and contents Information transmission Working as a mediation form for the learning- teaching process.
- 6. Didactic Material Prepared in advanced and intentionally. Projector Back
- 7. Educative resources Material used to satisfy learning needs. It can be didactic material or not (like videos that work as part of the teaching process) Back
- 8. Types of pedagogic- technology resources Conventional Audio- visual ICT (TICS) Continue
- 9. Manipulative material like games, playdoh, ingredients for cooking Didactic tables like boards Printed texts like books and newspapers Back
- 10. Visual Audio: recordings, MP3 files, cassettes Audiovisual: videos, movies Back
- 12. Requirements to Apply Creativity Knowing student learning needs Interest and knowledge in technology Having objectives and purposes well set according to needs.
- 13. Preparation Evaluate Test Prepare all resource Plan Analyze topic and content, choose adequate resources State needs, establish purposes
- 15. State Needs Type of class Resources available Abilities Conditions Back
- 16. Topic Relate topic and resources to conditions and purposes. Back
- 17. Plan Establish activities with timing Back
- 18. Prepare resources Make sure all material and resources are ready and available ahead of time. Back
- 19. Test Always test any equipment or resource to be used. Back
- 20. Evaluate Check everything, to control and fix any error. Back