ICT Meeting
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This document outlines goals for using digital tools and improving English proficiency in a virtual classroom. It discusses using debates, concept maps, videos, hypertexts, and group work to engage students. Teachers are encouraged to rethink their role and participate in all online forums and tasks. The document also notes that ICTs require reorganizing how knowledge is produced and taught, to account for new ways of accessing and collaboratively creating information in a digital culture.
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This document discusses using digital tools in virtual classrooms and rethinking the role of EFL teachers when using ICTs. Some goals are to improve English proficiency through debates, concept maps, videos, hypertexts, and group work. Teachers need to participate in all forums and tasks, and actively engage in group activities. It also discusses the need to reconceptualize knowledge by recognizing new knowledge producers and how some teachers use ICTs to monitor performance. Lastly, it proposes reorganizing teaching around simultaneity, learning styles, and collaborative knowledge production in the digital culture.
ICT presentation
The document discusses using digital tools in virtual classrooms to improve English language proficiency. It mentions using oral and written debates, concept maps, video makers, hypertexts, and pedagogical videos. It also discusses the need to rethink teachers' roles with ICTs and reorganize teaching to accommodate different learning styles and paces. Finally, it notes changes in how knowledge is produced and accessed with new technologies enabling collaborative authorship.
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This document discusses using digital tools in virtual classrooms and rethinking the role of EFL teachers when using ICTs. Some goals are to improve English proficiency through debates, concept maps, videos, hypertexts, and group work. Teachers need to participate in all forums and tasks, and actively engage in group activities. It also discusses the need to reconceptualize knowledge by recognizing new knowledge producers and how some teachers use ICTs to monitor performance. Lastly, it proposes reorganizing teaching around simultaneity, learning styles, and collaborative knowledge production in the digital culture.
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The document discusses using digital tools in virtual classrooms to improve English language proficiency. It mentions using oral and written debates, concept maps, video makers, hypertexts, and pedagogical videos. It also discusses the need to rethink teachers' roles with ICTs and reorganize teaching to accommodate different learning styles and paces. Finally, it notes changes in how knowledge is produced and accessed with new technologies enabling collaborative authorship.
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This document discusses using information technologies like video materials and the internet to enhance English language teaching. It notes that video can grab students' attention, inspire motivation, and foster deeper learning. The internet can promote student motivation, activate learning, individualize instruction, and provide authentic materials. It also allows solving tasks like motivating English learning, developing mental skills, intensifying instruction, and fostering communication with native speakers.
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The document discusses the Universitat Autònoma de Barcelona Language Service's experience with e-learning over three generations: 1) first generation included online materials for language skills; 2) second generation used intranet and online assistance; 3) third generation saw rise of social web like teacher blogs and wikis. Key aspects of their relationship with e-learning included innovation, teacher training, observing new technologies, and pragmatically adapting to capabilities. They integrate mobile learning and consider how to guide the abundance of online resources through teacher training and disseminating selected tools and materials.
How to teach_multiliteracies (next to show)
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
The Italian digital plan
This presentation was given by Leonardo Tosi of INDIRE at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.a: Innovation Strategy for Education and Training (IS) – Fostering an Innovation Eco-system.
Task-based learning and ICT: creative activities in the context of a European...
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The dissemination of innovation at school may be supported by favouring the exchange of educational materials and reflections, leading teachers to learn from each other’s experiences. This was the main goal of Efelcren, a Comenius 2.1 project which aimed to boost the creation and collection of inventive and effective ICT-based educational materials for all school levels.
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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
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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
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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.
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ICT Meeting
- 2. To use some digital tools in the context of a virtual classroom. To re-think the role of EFL teachers when using ICTs in the classroom. To improve the proficiency of the English language
- 3. Debates Concept maps Video makers Hypertexts Pedagogic use of videos Group work
- 4. To participate in all the forums, To post every task assigned, To actively participate in group activities.
- 6. • There is a need to reorganise the concept of knowledge and to recognise the new producers of knowledge. • Some educators use ICTs to monitor their students’ performance more closely.
- 7. • Reorganisation of the teaching process based on simultaneity, homogeneity, learning styles and paces in the classroom
- 8. • Changes in the conception of culture and knowledge: there are new means of having access to information. • Changes in the way of producing knowledge: collaborative authorship
- 9. Dussel, Inés. (2011). Aprender y enseñar en la cultura digital. Buenos Aires: Santillana