Ict In E3
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Blogging has several benefits for students and teachers including being easy to use without HTML knowledge, motivating students through a worldwide audience, and providing a place to find rich online resources. It also enhances collaboration both within and between schools, creates transparency by allowing parents and family to interact with the classroom, and serves as an e-portfolio to showcase student work.
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Slideshare
The document summarizes the educational platform Glogster, which allows teachers and students to create online interactive posters combining text, images, video and other media. It highlights how Glogster fosters student creativity and collaboration, while maintaining a safe and secure learning environment monitored by teachers. Glogster provides new opportunities for project-based and differentiated learning that develop essential 21st century skills. Teachers praise how Glogster engages students and integrates multimedia into any subject.
Top Ten Internet Uses_EDU6606
The document outlines 10 ways the internet is used in teaching and learning: 1) as a valuable research resource, 2) as a learning environment, 3) as an education gateway, 4) to foster integration of learning styles and techniques, 5) to promote knowledge increase, 6) as a transformational tool, 7) as a communication tool, 8) to encourage critical thinking, 9) to increase motivation and engagement, and 10) as a media outlet. For each use, an example website is provided that supports teaching and learning in that area.
SITE Web 2.0 Presentation
This document provides an overview of Web 2.0 technologies and their use in education based on a case study conducted from 2007-2009. It discusses how initial student comfort levels with blogging, wikis, and social networking slowly increased over the course of semesters. Student reflections indicated that while unfamiliar with technologies like wikis at first, they found value in learning about tools like RSS feeds and using technologies like Google Docs for collaborative work.
Final Chapter6
This document discusses how technology can be used to build communities and support learning. It describes various online tools like wikis, blogs, and social networking sites that allow people to communicate and collaborate beyond geographical boundaries. These tools help bring people together, share knowledge, and build communities through intentional learning. Specific examples are provided of how blogs, wikis, and international networking sites like iEARN and Global SchoolNet can connect students globally to work on collaborative projects and deepen their understanding of other cultures.
Pittsburgh schools World Languages Technology Conference: June 25, 2010 use k...
The document discusses how 21st century skills and digital tools can engage students as active global digital citizens. It advocates for collaboration, critical thinking, and creativity. Teachers are encouraged to engage students in meaningful, relevant tasks and build collaborative learning partnerships using tools like blogs, social media and games. When students collaborate online, they can work with others around the world to solve real-world problems.
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Pittsburgh schools World Languages Technology Conference: June 25, 2010 use k...
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This document provides guidance on developing an effective e-learning pedagogy. It outlines six questions educators should consider when selecting and integrating digital content into the curriculum. The questions focus on ensuring the content meets student needs and interests, how it will be embedded into learning plans with appropriate offline support, and how student collaboration and assessment will be incorporated. It also provides examples of how different digital tools have been used to support learning across lower, middle, and upper primary levels.
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This document outlines an e-learning exploration day with the following aims: 1) to review educator e-competencies and set goals, and 2) to explore what constitutes effective e-learning pedagogy. The day will be considered successful if educators are motivated by ICT skills and gain practical ideas for technology integration, as well as set goals for the upcoming term. Additionally, the day aims to foster a shared understanding of what quality teaching looks like when integrated with technology. The document provides an overview of effective e-learning pedagogy principles and examples of technology tools and platforms that can be used at different primary grade levels to engage students.
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This document outlines goals and strategies for an exploration of effective e-learning pedagogy. It discusses motivating staff through ICT integration, sharing understanding of quality teaching with technology, and setting goals for the upcoming school term and beyond. Specific strategies are provided around electronic communication, maintaining an online class presence, facilitating cyber safety learning, using online resources to support te reo Māori, extending personal professional learning, leading learning through ICT, enhancing planning through collaboration, ensuring purposeful technology use, activating beyond-classroom connections, facilitating student-led use of ICT, responding to student interests with technology, understanding learning in a bicultural context, and using online tools to support data management.
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Conrad Smith of the All Blacks is raising money to build a wall around an orphanage in Kenya called Holding Hands Orphanage. The wall will provide shelter and protection for the children living there. Students at the school are collecting donations of money and cents to purchase bricks for Conrad's Wall and help the orphans in Kenya. They are encouraging others to donate anything they can to support this cause.
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Learning Caves are password protected areas in Spike@school that allow teachers to create personalized learning spaces for students, with each cave containing a project description and optional additional resources like links, files, pages, messages, and quizzes. The document introduces Learning Caves and their creation, then outlines examples from rooms 14 and the Tall Poppies group before prompting the creation of a demonstration cave along with a supporting handout.
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The document discusses the relationship between Katalla and Brooke. It appears to be about two people, Katalla and Brooke, but provides no other context or details about them, their relationship, or any events. The single sentence document only states the names "Katalla and Brooke" without any other information.
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This document discusses the "teaching as inquiry" framework for teacher appraisal. It emphasizes reflection on students' learning needs and a teacher's own professional growth. Teachers are encouraged to formulate inquiries by examining data on student learning and identifying areas for improvement. The inquiries should be proactive, solution-seeking, and avoid blaming others. Evidence from multiple sources is needed to show how a teacher's professional practice meets registered teacher criteria. A successful inquiry will be aligned to school and student needs, reference the teaching as inquiry process, and embed teacher standards through self-reflection and collaboration with colleagues.
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The document discusses a digital storehouse that will allow users to log in with single sign-on, search and view content in different formats like lists, maps and timelines. It will let users view details of items, rate, comment and tag them. Users can create learning paths by selecting items. The storehouse aims to support sharing of digital content and responding to needs. It provides contact information for getting started and learning more.
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Paper Link: https://eprint.iacr.org/2024/257
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Ict In E3
- 7. What Does the ICT Journey Look Like?