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This document discusses Portugal's efforts to introduce technology into schools through the Magalhães program. It mentions teaching students and teachers, as well as conducting research on evaluation models. The document discusses strategies for introducing technology from simple to complex uses by students. It also discusses the problem of using two screens and whether Microsoft Word could be a solution. The document includes quotes praising Portugal's efforts to bring schools into the 21st century and the competitive advantage students will gain. It also includes a table ranking the PageRanks of various websites.
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2) The Latin American Open Textbooks Initiative aims to create a digital ecosystem for the collaborative production of open textbooks using a methodology modeled after Connexions.
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Shiftsinlearnig Rochester
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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.
Garner tapscottreflection
1. The author discusses how they are not part of the Net Generation but their son is. They observe differences in how their son views work and is always connected digitally compared to themselves.
2. Working with Net Generation teachers, the author has learned new ideas about technology and classroom practices. Net Gen teachers are also quicker to change jobs.
3. Tapscott identifies norms of the Net Generation that will impact classroom teaching, such as a need for freedom, customization, speed, collaboration and entertainment in learning. Teachers will need to make lessons more student-centered, fast-paced and relevant.
Blogi työvälineenä kieltenopetuksessa
Kokemuksia blogien käytöstä oppimisen ja opetuksen apuna kansalaisopiston kieltenopetuksessa.
Things to do
This document outlines the structure and contents of a wiki being created for a project. It details the main headings to include on the home page and other pages. Contributors are assigned tasks to complete sections about meetings, courses, and their organizations. The deadline to complete updates and additions to the wiki is July 31st.
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I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
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The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
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How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
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1. The document discusses how educators can engage students using Web 2.0 tools by entertaining them, exposing them to entrepreneurship, and encouraging them to create and share information.
2. Examples of Web 2.0 tools that can make students' lives easier and richer include websites for getting movie recommendations, managing communications, planning meetings, creating avatars, and getting music recommendations.
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Web 2.0 version3
Web 2.0 tools like Google Docs, Twitter, blogs, podcasts and Diigo can be incorporated into social studies classrooms. These tools allow students to collaborate, share information, and engage in discussions. Google Docs enables shared document creation and storage. Twitter can be used for polls, questions with experts, and debates. Blogs and podcasts allow students to respond to events, review documents, and create historical narratives. Diigo facilitates group research through annotation and sticky notes. When used properly, these Web 2.0 tools can teach students in new ways and help achieve desired learning outcomes.
Keeping Up with the 21st Century Learner
The document discusses how the world and jobs are changing rapidly due to technological advances. It notes that the skills needed for future jobs have not yet been defined, and that what students learn in school will become outdated quickly. It argues that schools need to shift from a teaching focus to a learning focus and prepare students with skills like creativity, collaboration, and problem solving by using new technologies and project-based learning.
Learning 2.0 Intro21st
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
Innovation in Education
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Schooling for the 21st C - Un eashing Student Passion
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
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The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
ticEDUCA2010 presentation (Andrews)
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
High Schools New Face (Tues)
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
Keeping Up
The document discusses the transition to 21st century teaching and learning, noting that it has already arrived. It highlights how the amount of new information generated annually exceeds that of the previous 5,000 years. It also notes that half of what students learn in their first year of college will be outdated by their third year. The document advocates adopting Web 2.0 tools and preparing students with creative and innovative skills rather than just content knowledge. It describes a study showing students taught with new technologies retained knowledge about the Civil War better than those taught traditionally. The document urges educators to embrace change to meet students' current needs.
Ncaetc
The document discusses emerging trends in education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized teaching to personalized learning. It notes that technology has increased the speed of communication and that educators must help students learn real-world problem solving using online tools and collaboration beyond the classroom.
Shiftsinlearnig Rochester
The document discusses the need for schools to shift from traditional models of teaching and learning to models suited for the 21st century. It notes that learning is becoming more collaborative, participatory and networked as the world becomes more connected through technology. Half of what students learn in their first year may be outdated by their third year, so schools must focus on lifelong learning and preparing students for an uncertain future.
Working Boise Ppt
The document summarizes the key discussions and presentations from a workshop called "The Boise Charrette" aimed at shaping 21st century learners. The workshop focused on how K-12 school libraries can better support student needs in the digital age. It covered topics like emerging technologies, redesigning library spaces, developing virtual learning portals, and cultivating relationships to advocate for library programs. The goal was to help libraries establish 12 elements of effective practice, including supporting student creativity, digital citizenship, and equitable access to information resources. Participants worked on challenges to design prototypes for an effective website, physical space, and use of emerging technologies to better prepare students for the future.
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.
Garner tapscottreflection
1. The author discusses how they are not part of the Net Generation but their son is. They observe differences in how their son views work and is always connected digitally compared to themselves.
2. Working with Net Generation teachers, the author has learned new ideas about technology and classroom practices. Net Gen teachers are also quicker to change jobs.
3. Tapscott identifies norms of the Net Generation that will impact classroom teaching, such as a need for freedom, customization, speed, collaboration and entertainment in learning. Teachers will need to make lessons more student-centered, fast-paced and relevant.
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Students Voice: Continuum of Choice for the future of education
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Blogi työvälineenä kieltenopetuksessa
Kokemuksia blogien käytöstä oppimisen ja opetuksen apuna kansalaisopiston kieltenopetuksessa.
Things to do
This document outlines the structure and contents of a wiki being created for a project. It details the main headings to include on the home page and other pages. Contributors are assigned tasks to complete sections about meetings, courses, and their organizations. The deadline to complete updates and additions to the wiki is July 31st.
Project plan 4
The project plan outlines activities for students to interact online in February through May 2010, including using Facebook in English, sharing photos on Flickr, and recording experiences and best practices on a wiki for evaluation at the final meeting in Spain in May. Students will decide Facebook discussion topics and one coordinator per course will collect email addresses. Photos will be shared on an open Flickr page and the best photos voted on by two students per country. Partners will send coordinator email addresses of "jury members" and record experiences in the IEOL wiki by topic for review at the final meeting.
Prezentacja ue nowy office
The document discusses online courses in Poland for people over age 50 that aim to teach computer skills. There are two target groups: those with no computer experience, and those with basic skills. The courses last 180 hours and are taught by 4 teachers to 36 participants. For those with no experience, the courses address fears of technology and help with learning to use computers for communication and leisure. Those with basic skills focus on developing abilities and learning new Internet applications like online shopping. The courses provide an opportunity for seniors to learn modern technologies and make use of computer and Internet capabilities.
Ieol questionnaires portugal
The document appears to be a student questionnaire about technology and studying. It contains questions about which technologies like email and blogs are useful for studying other subjects. It asks what tasks are most appropriate to work on with other students. The questionnaire also asks which social tools students use, their comments on using social tools, and their satisfaction and thoughts on various topics and classes. It inquires about how the course could be improved with suggestions like having computer classes twice a week with shorter hours or more learning materials and trainers per class. Positive aspects noted are learning new technologies, meeting new people, occupying free time with interesting things, and gaining knowledge.
Presentacion adria1 ingles
The Permanent Education Centre "Miguel Hernández" in Torredonjimeno, Spain offers digital literacy courses to adult students at three levels: initiation, intermediate, and advanced. The courses aim to reduce the digital divide by training students in basic computer and internet use. They cover topics like hardware, operating systems, word processing, email, web browsing, and social media. Teachers employ strategies like cooperative learning, connecting new concepts to students' prior experiences, and adapting schedules to accommodate students' availability to help overcome challenges like students' heterogeneous backgrounds and limited time.
Presentation of Spanish partners in Portugal
This document summarizes a teacher training program on new technologies held in Portugal. It provides details on:
- A survey of 108 teachers who rated the training positively overall on motivation, resources, tasks, and facilitating knowledge sharing.
- Three levels of student groups in the program - initiation, level II, and level III - focused on different technology topics and levels of independence.
- Activities from the training that teachers found particularly useful, like creating blogs and having students publish materials.
Project plan 3
This project plan outlines the stages and timeline for an international education project from October 2010 to February 2011. It includes the implementation of online courses from October to December for students to learn tools and interact around a common theme. In January 2011, evaluations of the courses will be available online and Finland will create a questionnaire. From March to October, best practices will emerge through discussions on the main blog. A schedule is outlined for student blogging and commenting from their countries. In-person meetings will take place in Italy in February and Spain in May to discuss emerging good practices and topics.
Project Plan 2
The document outlines a project plan for student collaboration between countries from March 2010 to October 2010. It details the timetable for visits between Poland, Portugal, Italy, and Spain. It proposes using social media like a blog and Facebook for students in different countries to communicate and work on shared topics like local culture and planning virtual visits. Teachers will use a blog to coordinate and students from various age groups will be recruited between June to September to participate in language courses launched in September with support from social media and virtual collaboration.
Informe Polonia Ingles
The document reports on a teacher training project from October to March 2010. It involved workshops to train teachers on Google tools like blogs, Picasa, and Google Docs. Tasks for the teacher training center included creating a blog to inform people about the center's activities and having students in an IT course create a blog for educational use. Students were taught how to use new technologies like operating systems, internet access, email, and servers.
IEOL Project plan
The IEOL Integration and Education Online Project aimed to explore using social media (Web 2.0 tools) in adult education between 2009-2011. Partner organizations would exchange experiences using social media, compare approaches, and produce best practices. The project involved teachers studying social media uses, producing social media-based courses for adult learners, and evaluating the process. Expected outcomes included teachers learning to use social media, courses being launched, and a final dossier of best practices. Partner organizations had various e-learning experiences and would collaborate online using tools like blogs, wikis, and Skype.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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Ieol
- 1. IEOL …what have we done so far?
- 2. Blogs
- 3. Teach students(Seniors, 24 of them)
- 4. Teach teachers(although just one)
- 6. Project 60+(Seniors go back to school)
- 7. Modern School Movement(children helping children)
- 8. Strategies (What have we learnt so far) From simple to complex Students are just commentors Students are co-authors Students are administrators
- 9. Strategies (What have we learnt so far) The problem of the 2 “screens” Can Microsoft Word be a solution?
- 10. Students Scientists (westudy) (weresearch)
- 11. Study Research “building knowledge on top of previous knowledge”.
- 12. Students Scientists Documents Nature
- 13. “I believe that introducing Magalhães in schools was a good strategy for giving ICT skills to children. These children will have a competitive advantage in the future.”
- 14. “Don Tapscott, the well known Canadian political advisor, and author of the book Wikinomics, has written an opinion article where he urges Obama to look for the Portuguese example and lead American schools to the XXI century. This article was also referred on the portuguese social media.I see now, in a more positive way, the technological efforts that are being conducted in Portugal at this moment.”
- 15. PageRank
- 16. www.cnn.com 10 www.nasa.gov 9 www.adbissau.org 4 www.abrupto.blogspot.com 5 www.tampere.fi7 www.elpais.es 7 www.corriere.it 8 www.warsawvoice.pl/ 4 www.ieol-grundtvig.blogspot.com 1
- 17. www.wikinomics.com 6 www.dontapscott.com 6 “Don Tapscott, the well known Canadian political advisor, and author of the book Wikinomics, has written an opinion article in The Huffington Post where he urges Obama to look for the Portuguese example and lead American schools to the XXI century. This article was also referred on the portuguese social media.I see now, in a more positive way, the technological efforts that are being conducted in Portugal at this moment.” www.huffingtonpost.com 8 www.expresso.pt 7 www.huffingtonpost.com/don-tapscott/note-to-president-obama-w_b_220198.html 5 aeiou.expresso.pt/guru-da-tecnologia-lanca-rasgados-elogios-ao-magalhaes=f509951 0
- 18. * Number of links * Makes the statistical treatment more accurate (if many) * Shows that “more” people that think same way * To reflect: (2 links to the same site should count as 1?) * PageRank *Of main site *Of the page itsef Nº links PageRank 10 0 4 6 7 Threshold (teacher decides)
- 21. …categorizes
- 22. …tags
- 23. …interconnects the two concepts
- 25. Teacher School’s Web Server Student