Ikeepbookmarks
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This document provides instructions for teachers in the Utica Community Schools on how to use an online bookmarking tool to collaborate and share social studies resources. The tool allows teachers to access bookmarks across multiple computers and browsers, organize bookmarks into folders and share them with students and other teachers. It also explains how to create folders and add links to the folders to organize resources.
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Ikeepbookmarks2
This document provides instructions for using a social studies resource sharing tool for teachers in the Utica Community Schools. The tool allows teachers to collaborate through sharing bookmarks, links, and folders across multiple devices and browsers. It provides guidelines for organizing links into folders by topics, lessons, and for student use. Teachers can access and add to the shared links but students can only access, not edit, with a password.
Teacher presentation
This document provides an overview of technology changes and guidelines for the upcoming school year. Key points include:
- Moodle will be the single platform for course resources and activities, with improvements like Google Drive integration.
- The "P Drive" for students has been removed, and the "P Drive" for faculty is being migrated to a new storage location.
- A new "Media Exchange" folder on the shared network drive can be used for sharing movies and large files with students.
- Digital citizenship and responsible use of technology should be emphasized with students.
- Plans are underway to evaluate upgrading faculty devices to Windows 8 or new Mac OS in the next year.
Chapter 11
This document discusses the roles of the Internet and World Wide Web in education. It describes an activity where students will join an online forum or webinar to experience communication tools for sharing and obtaining information. The document provides guidelines for students to create a webquest or online activity using chosen topics. It involves registering on websites, following steps to create the activities, and sharing the URLs with instructors. Finally, the document discusses looking for apps or websites that can be used as communication and construction tools in education. Several apps and websites are described, along with their features and potential applications in the classroom.
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This document discusses Google tools that can be used to support instruction, including Google Docs, Sheets, Slides, and Forms. It provides examples of how these tools can be used by both teachers and students for collaboration, project work, and assessments. It also addresses how students can access and submit Google files through the learning management system since IVS is not integrated with Google. Tips are provided on sharing settings in Google and supporting students who use Chromebooks or need help with file formatting.
Chapter 12
This document provides information about web tools and resources that can be used for creating lesson plans and student activities. It includes a list of websites that can be used to build student webpages. It also provides a template for a web-based lesson plan that includes an introduction, objectives, content, activities and assessment. As an example, it demonstrates how Kidblog could be used to create a website about the creation and fall, with students presenting their understanding through pictures, discussions and definitions. The document concludes by asking teachers to create a collaborative list of web tools for their subject area using Google Sheets, including descriptions of the tools and how and when they could be used.
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Slideshare is a free online presentation tool that allows users to create, share, and embed slide presentations. Presentations can include text, images, audio, and video. Slideshare has many educational benefits for both teachers and students, such as allowing teachers to present lessons, tutorials, and student work, and enabling students to create interactive book reports, projects, and more. Presentations can be accessed from any device with an internet connection and shared publicly or privately.
Blogger in Classroom
Blogger is a free blogging platform that allows users to easily create and publish weblogs or blogs. Blogs are simple websites composed of informal posts that can include text, images, and videos. Blogger makes it easy for teachers and students to create blogs to share classroom resources, reflections, and collaborate on projects. Some specific ways highlighted that teachers and students can use blogs include sharing lessons, homework, keeping parents updated, having students collaborate and provide feedback on each other's work, and creating digital archives of interviews or local history. An example is provided of a high school calculus teacher using blogs to have students post daily class notes with images and graphs to facilitate online discussion.
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The document provides an overview of the virtual learning environment architecture for a postgraduate certificate program. It describes the key components as Moodle for course materials, a collaborative space for discussions, WordPress blogs for student portfolios, Adobe Connect for online classes, and email for communication. It lists eight tasks for students to complete to understand how to navigate, access information, participate in discussions, create blogs, join classes, and test their knowledge of the environment.
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This document provides instructions for using a social studies resource sharing tool for teachers in the Utica Community Schools. The tool allows teachers to collaborate through sharing bookmarks, links, and folders across multiple devices and browsers. It provides guidelines for organizing links into folders by topics, lessons, and for student use. Teachers can access and add to the shared links but students can only access, not edit, with a password.
Teacher presentation
This document provides an overview of technology changes and guidelines for the upcoming school year. Key points include:
- Moodle will be the single platform for course resources and activities, with improvements like Google Drive integration.
- The "P Drive" for students has been removed, and the "P Drive" for faculty is being migrated to a new storage location.
- A new "Media Exchange" folder on the shared network drive can be used for sharing movies and large files with students.
- Digital citizenship and responsible use of technology should be emphasized with students.
- Plans are underway to evaluate upgrading faculty devices to Windows 8 or new Mac OS in the next year.
Chapter 11
This document discusses the roles of the Internet and World Wide Web in education. It describes an activity where students will join an online forum or webinar to experience communication tools for sharing and obtaining information. The document provides guidelines for students to create a webquest or online activity using chosen topics. It involves registering on websites, following steps to create the activities, and sharing the URLs with instructors. Finally, the document discusses looking for apps or websites that can be used as communication and construction tools in education. Several apps and websites are described, along with their features and potential applications in the classroom.
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This document discusses Google tools that can be used to support instruction, including Google Docs, Sheets, Slides, and Forms. It provides examples of how these tools can be used by both teachers and students for collaboration, project work, and assessments. It also addresses how students can access and submit Google files through the learning management system since IVS is not integrated with Google. Tips are provided on sharing settings in Google and supporting students who use Chromebooks or need help with file formatting.
Chapter 12
This document provides information about web tools and resources that can be used for creating lesson plans and student activities. It includes a list of websites that can be used to build student webpages. It also provides a template for a web-based lesson plan that includes an introduction, objectives, content, activities and assessment. As an example, it demonstrates how Kidblog could be used to create a website about the creation and fall, with students presenting their understanding through pictures, discussions and definitions. The document concludes by asking teachers to create a collaborative list of web tools for their subject area using Google Sheets, including descriptions of the tools and how and when they could be used.
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Slideshare is a free online presentation tool that allows users to create, share, and embed slide presentations. Presentations can include text, images, audio, and video. Slideshare has many educational benefits for both teachers and students, such as allowing teachers to present lessons, tutorials, and student work, and enabling students to create interactive book reports, projects, and more. Presentations can be accessed from any device with an internet connection and shared publicly or privately.
Blogger in Classroom
Blogger is a free blogging platform that allows users to easily create and publish weblogs or blogs. Blogs are simple websites composed of informal posts that can include text, images, and videos. Blogger makes it easy for teachers and students to create blogs to share classroom resources, reflections, and collaborate on projects. Some specific ways highlighted that teachers and students can use blogs include sharing lessons, homework, keeping parents updated, having students collaborate and provide feedback on each other's work, and creating digital archives of interviews or local history. An example is provided of a high school calculus teacher using blogs to have students post daily class notes with images and graphs to facilitate online discussion.
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The document provides an overview of the virtual learning environment architecture for a postgraduate certificate program. It describes the key components as Moodle for course materials, a collaborative space for discussions, WordPress blogs for student portfolios, Adobe Connect for online classes, and email for communication. It lists eight tasks for students to complete to understand how to navigate, access information, participate in discussions, create blogs, join classes, and test their knowledge of the environment.
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This document provides instructions for teachers in the Utica Community Schools on how to use an online bookmarking tool to collaborate and share social studies resources. The tool allows teachers to access bookmarks across multiple computers and browsers, organize bookmarks into folders and share them with students and other teachers. It also explains how to create folders and add links to the folders to organize resources.
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This document lists and briefly describes 40 different Web 2.0 tools that can be used in the classroom. The tools are organized into categories including annotation & note taking, writing & blogging, brainstorming & mind mapping, collaboration, communication, course management, creativity, curating, feedback, presentation, productivity, questioning, screencasts, and timelines. Many of the tools listed are free to use and available across different devices.
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This PowerPoint presentation discusses blogs and their use in education. It defines what a blog is, notes statistics on the growth of blogs, and outlines reasons why blogs are popular and beneficial for classroom use. Specific benefits include engaging students, promoting writing and communication skills, and providing an interactive learning tool. The presentation provides examples of educational blogs and considerations for setting up a class blog.
JOSTI Easy Tech Tools Presentation 2016
This document provides an overview of easy technology tools that can be used with students throughout the school year. It introduces Padlet for online sticky notes, Blendspace for compiling different media into lessons, Tagxedo and Tagul as word cloud creators, Socrative for interactive quizzing, and LessonPaths for structuring online learning. Teachers are encouraged to use these tools to help students collaborate, provide feedback, and demonstrate their mastery of concepts in a medium familiar to them. Specific ideas are given for how each tool can be used, such as Padlet for brainstorming, reflections or exit tickets, and Socrative for brainstorming, exit tickets or quick checks of information.
Blog.com
Blog.com is a free blogging platform that allows for multi-author blogs, themes, and other features. It can be used in classrooms by creating blogs for communicating class information to parents, posting daily lessons for absent students, and having students write blog posts. Benefits include being easy to use, free, and allowing more students to participate. Potential downsides are that it is time consuming to set up, has a learning curve, and could enable cyberbullying if not monitored.
Technology presentation final copy
This document discusses using technology to transform writing tutoring. It aims to: 1) expose students and tutors to new brainstorming tools like imindmaps; 2) publish student work online to involve a wider audience; and 3) enhance communication between tutors. Tutors struggled with the technology at first but eventually saw benefits of tools like imindmaps and Weebly websites for student writing and feedback. The process represented a paradigm shift where writing became a public process and students became more motivated. Future steps involve expanding use of these tools.
The Power of Blogging for Educators LESCN April 1, 2013
The Power of Blogging for Educators LESCN April 1, 2013Bill Carozza, Principal, Harold Martin School
This document outlines the benefits of blogging for educators and provides guidance on getting started with blogging. It discusses how blogs have become an important tool in education for reflection, collaboration, and building professional learning communities. The presentation provides examples of educational blogs and convinces attendees that blogging is simple and important enough for educators to try. Advice includes choosing a blogging platform, including key elements like headlines and comments, and using tools to organize content and drive traffic. The overall goal is to inspire educators to start their own blog by the end of the summer.ย
Using Weebly to publish e-Portfolios - TCEA 2013
1. Valerie Burton presented a workshop on using Weebly.com to create ePortfolios.
2. Attendees would learn how to create a professional ePortfolio for themselves and student samples to use with their classes.
3. Weebly allows users to easily publish websites with pages, photos, videos and other materials to be proud of for years to come.
Social Networks in the Classroom
This document discusses using social networks like Twitter, Facebook, and Skype in the classroom. It provides examples of how teachers can use each platform, such as asking for lesson ideas on Twitter, creating groups for classes on Facebook, and allowing video calls for tutoring on Skype. The document also includes reflections on each network from the perspective of using them as an educator.
Curation- Why is it an important life skill ?
Curation as part of subject ETL523 Digital Citizenship at CSU- group project on content curation and creation.
Global connections in the classroom teach meet
This document provides information on using various online tools to connect classrooms globally and enhance learning. It discusses social bookmarking sites like Delicious and Diigo that allow bookmark sharing. It also covers using Skype for videoconferencing between classrooms. Blogs, wikis, and Twitter are presented as ways to easily share updates, collaborate, and build personal learning networks beyond the classroom. Setting up accounts and basic features of these tools are outlined.
Pdlm lesson
This document discusses using classroom blogs to communicate with parents. It begins by defining a blog as a website where an author can post entries like a diary that others can comment on. Classroom blogs can be used to post assignments, have discussions, provide homework help, and inform parents about upcoming events. Setting up a blog is easy using free sites like Edublogs, Blogger, and Wordpress. Younger classes can also benefit from blogs by connecting with parents who use social media and keeping them engaged. Blogs allow teachers to share classroom topics, activities, needs, and create parent discussion forums. Teachers should get administration approval, check acceptable use policies, and make blogs password protected before starting one.
Diigo as a classroom tool
This document discusses how to use Diigo, a web annotation tool, for classroom instruction. It provides directions for setting up a teacher account and adding students. It also outlines several reading strategies that Diigo supports, such as highlighting, annotating, tagging, and collaborating. Diigo allows students to summarize, paraphrase, ask questions, and make connections across texts. It can also be used to set up research sources and comment on resources to teach evaluating websites.
Moodle2 toolguideforteachers v10
This document provides guidance on different tools available in Moodle and how they can be used for various educational purposes. It evaluates each tool based on ease of use, ability to disseminate information from teacher to students, ability to assess student learning, enable communication and interaction, allow co-creation of content, and alignment with Bloom's taxonomy. The tools include forums, wikis, glossaries, databases, URLs, books, pages, folders, group selection, feedback, quizzes, lessons, assignments, workshops, SCORM, badges, and external tools. The document is intended to help teachers deciding which Moodle tool to use based on their pedagogical needs and goals for a particular learning activity.
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Slideshow made by Elena Zee from the Arizona Council on Economic Education explaining the benefits of attending the NAEE Spring Conference.
Oakland Schools Economics Moodle, Unit 3, Lesson 3 GPI Slides
The document introduces the Genuine Progress Indicator (GPI) as an alternative to GDP for measuring economic well-being. The GPI was developed in 1995 and attempts to measure economic factors not captured by GDP, such as income distribution, leisure time, and volunteer work. Unlike GDP, the GPI subtracts various negative economic factors such as costs of crime, pollution, infrastructure loss from disasters, and foreign debt.
Oakland Schools Economics Moodle, Unit 3, Lesson 3
GDP is the total value of goods and services produced in a country in a year. It is calculated by adding consumption (C), investment (I), government spending (G), and net exports (X-M). Consumption makes up 66% of GDP and includes household spending on goods and services. Government spending makes up 25-35% and includes spending on military, education, and healthcare. Investment is business spending on capital goods like factories and equipment, making up 12-14% of GDP. The GPI is an alternative measure that adjusts GDP to account for economic factors not captured by GDP, such as the value of non-market work and costs of pollution.
Oakland Schools Economics Moodle, Unit 3, Lesson 2
The business cycle refers to the regular fluctuations of economic activity between periods of expansion and contraction. It impacts different regions of the US in varying degrees depending on their economic diversity. Market economies worldwide also tend to move together due to increased global trade and interdependence. Economists use economic indicators such as stock prices, housing sales, unemployment rates and interest rates to measure where the economy is in the business cycle and predict turning points. Leading indicators provide early signals of contractions or expansions while lagging indicators follow overall economic changes.
Unit 2 Lesson 3 Presentation
The document discusses the basics of supply in economics. It defines supply as the willingness and ability of sellers to produce and sell a good. The law of supply states that quantity supplied varies directly with price - producers supply more at higher prices due to increased potential profits. A supply schedule lists the quantity supplied at different prices, and the supply curve shows this relationship graphically by plotting points from the schedule on a graph with quantity on the x-axis and price on the y-axis. The supply curve slopes upward. Determinants like costs of resources, technology, and number of sellers can shift the entire supply curve by changing the willingness or ability of producers.
Unit 2 lesson 2 presentation
The document discusses the determinants of demand. It identifies six key determinants: (1) changes in income, (2) changes in prices of related goods like substitutes and complements, (3) changes in population size or composition, (4) changes in price expectations, (5) changes in tastes/preferences, and (6) changes in consumer expectations about health effects. It provides examples showing how an increase or decrease in these determinants would shift a demand curve, representing a change in the quantity demanded at each price level rather than a movement along the curve.
Unit 2 Lesson 1: The Basics of Demand
This document discusses the basics of demand, including:
- Demand refers to a consumer's willingness and ability to purchase a good at a given price.
- The law of demand states that as price increases, quantity demanded decreases, and vice versa.
- Demand curves on graphs show price on the vertical axis and quantity on the horizontal axis, with the curve sloping downward.
- Movement along the demand curve occurs when price changes cause shifts in quantity demanded, while shifts of the entire curve happen when other factors influencing demand change.
Economic systems and economic goals
Economic systems evolved to deal with scarcity by answering key economic questions about production, distribution, and consumption. They also determine ownership and coordination of production factors. Main economic systems goals include economic freedom, equity, efficiency, security, stability, and growth. Freedom concerns a free marketplace with limited government intervention. Equity is fair outcomes for all parties. Efficiency means fulfilling needs with maximized resources. Security is stable income and resources to support living standards now and in the future. Stability refers to absence of fluctuations while growth is increased capacity to produce over time.
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This document defines and categorizes the three main types of factors of production: natural resources, capital resources, and human resources. Natural resources are extracted from the environment like land, water, and minerals. Capital resources are the means of producing goods and services, including factories, machines, education, and financial assets. Human resources consist of both laborers and entrepreneurs who combine natural and capital resources into new products and services. The document stresses that economists focus on sustainably managing natural resources so their supply does not decline and harm the economy.
Business structures
The document discusses three common forms of business structures: sole proprietorships, partnerships, and corporations. Sole proprietorships are owned and operated by one person, partnerships involve two or more people who share profits and responsibilities, and corporations are legal entities distinct from their owners/operators with stock that may be publicly traded.
Economics Unit 1, Lesson 1 Oakland Schools Moodle
The document discusses unemployment rates by county from May 2013 and invasive species regulations. It also mentions shipments of hazardous toys from China being seized in Detroit and what an emergency manager for Detroit could mean. Potential career paths for economists are also listed, including working for major companies, consulting companies, law firms, government agencies, and academia.
Eudora e mail instructions
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Eudora e mail instructions
This document provides an overview of how to use e-mail functions within an e-mail client, including how to send and receive emails, use contacts, attach files, add signatures, configure options, format messages, set shortcuts, include URLs, set up saved mailboxes, check email from home, and use the address book. It describes the various menu and button options for composing, sending, and managing emails, as well as how to perform common email tasks through both the interface and keyboard shortcuts.
Inservice stations
This document outlines training topics for teachers on various technology tools and resources including Integrade Pro for grading, videoconferencing, creating online lessons using Filamentality, using email, concept mapping with Inspiration, searching state standards and lesson plans online, using library databases and the hidden web, bookmarking with iKeepBookmarks, searching the internet, using Blackboard for online classes, making PowerPoint presentations, editing videos with iMovie, creating web pages, utilizing the Utica Learning Interchange, and designing brain compatible learning with technology.
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Igpro setup
This document provides instructions for creating a new gradebook in the IGPro grading software. It directs the user to click "No and hit continue", choose to "Create a new gradebook", select the option to "Create using class rosters", and navigate through folders with names corresponding to SASI numbers to open the correct file for editing. It also mentions setting display name and password options before saving and exiting the software.
Igpro class notes
The document provides instructions for adding class notes in three steps: access the Classes menu in Setup and click on the Notes tab to type notes for all parents to see for each class, with the option to copy and paste notes to save time. Make sure to check the box for Class Notes when emailing progress reports so the notes will be included.
Eudora e mail instructions
This document provides an overview of how to use e-mail functions within an e-mail client, including how to send and receive emails, use contacts, attach files, add signatures, configure options, format messages, set shortcuts, include URLs, set up saved mailboxes, check email from home, and use the address book. It describes the various menu and button options for composing, sending, and managing emails, as well as how to perform common email tasks through both the interface and keyboard shortcuts.
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Ikeepbookmarks
- 1. A tool for teachers in the Utica Community Schools used to collaborate and share resources in the social studies curriculum.
- 2. โข Do you want to use your bookmarks at work and at home? โข Do you use more than one computer? โข Wish you could share your favorite pages with students & other teachers? โข Ever had to start your favorites, or bookmarks, over when you bought a new computer or began a new school year? โข Do you use multiple browsers? โข Do you want an easy to maintain set of links?
- 3. โข Can be accessed by public, but not edited without password. โข Ideally copy and paste these links into your blackboard site if for student use. โข Can be uploaded into your computer. โข You can add folders within each folder to organize further. โข Some ideas: โ Lesson Plan Sites โ Sites for students โ By topics within the course title
- 5. Account: Utica Schools Social Studies Password: bush
- 6. Click Here TO ADD A FOLDER
- 7. Type Folder Name Here Then Click Here
- 8. TO ADD A LINK INTO A FOLDER FIRST CHOOSE THE FOLDER Then Click Here
- 9. Type Name As You Want It To Appear Paste URL here Click here when done
- 10. Type Name As You Want It To Appear Paste URL here Click here when done