Griffith Education Teachersโ Strategic Network First Mini-Conference by Dr Jason Zagami 24 April 2010
The challenge of staying on top of advances in technology is now fundamental to sustaining success in every field of human endeavour. For educators and educational administrators, it is specifically educational technologies that present unique challenges, opportunities and expectations. This seminar highlighted a range of emerging educational technologies being researched at Griffith University that forecast paradigm changes in educational practice. Within the TPACK (Technological, Pedagogical, Content Knowledge) framework of understanding the role of educational technologies in the teaching and learning process, the educational application of 1:1 computing, mobile devices, serious games, virtual worlds, and neural interfaces was explored.
The document discusses the TPACK framework for teacher knowledge and its importance for integrating technology into teaching. It provides an overview of the evolution of the TPACK framework from focusing on individual components of teacher knowledge (technological, pedagogical, content) to recognizing their interdependence and influence of context. The framework emphasizes that effective technology integration requires teachers to develop knowledge across all three core components as well as how they interconnect.
Implications and applications of educational technologiesJason Zagami
ย
The document discusses educational technologies and implications for teaching. It introduces several frameworks including TPACK which emphasizes the importance of teachers' technological, pedagogical and content knowledge. TPACK has evolved to include capability knowledge, recognizing the skills students need. The document promotes challenge-based learning as a way to develop students' capabilities through open-ended projects addressing real-world problems.
Implications and applications of educational technologiesJason Zagami
ย
The document discusses implications and applications of educational technologies. It provides biographical information about Dr. Jason Zagami, an expert in the field of educational technologies. It then covers various topics in educational technology including TPACK framework, challenge based learning, 1:1 computing, mobile learning, virtual worlds, augmented reality, and emerging technologies.
The document summarizes key points from a lecture on professional values for integrating information and communication technology (ICT) into education. It discusses the importance of participating in professional development to effectively plan lessons integrating ICT, selecting appropriate ICT resources for different contexts and learners, and operating technologies safely and ethically according to policy while modeling these practices for students. The document also introduces models of technological pedagogical content knowledge that inform how teachers develop expertise in integrating technology.
Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by Dr Jason Zagami 5 May 2011, Queensland, Australia.
What will the c2 c mean for it in the classroom?Jason Zagami
ย
This document discusses how computer-to-computer (C2C) communication will impact information technology (IT) in classrooms. It covers how C2C and digital technologies are changing the computing discipline and how IT is used across different educational levels and subjects. It also discusses frameworks like TPACK that inform how technology, pedagogy and content knowledge integrate in education.
(TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment.
The document discusses the TPACK framework for teacher knowledge and its importance for integrating technology into teaching. It provides an overview of the evolution of the TPACK framework from focusing on individual components of teacher knowledge (technological, pedagogical, content) to recognizing their interdependence and influence of context. The framework emphasizes that effective technology integration requires teachers to develop knowledge across all three core components as well as how they interconnect.
Implications and applications of educational technologiesJason Zagami
ย
The document discusses educational technologies and implications for teaching. It introduces several frameworks including TPACK which emphasizes the importance of teachers' technological, pedagogical and content knowledge. TPACK has evolved to include capability knowledge, recognizing the skills students need. The document promotes challenge-based learning as a way to develop students' capabilities through open-ended projects addressing real-world problems.
Implications and applications of educational technologiesJason Zagami
ย
The document discusses implications and applications of educational technologies. It provides biographical information about Dr. Jason Zagami, an expert in the field of educational technologies. It then covers various topics in educational technology including TPACK framework, challenge based learning, 1:1 computing, mobile learning, virtual worlds, augmented reality, and emerging technologies.
The document summarizes key points from a lecture on professional values for integrating information and communication technology (ICT) into education. It discusses the importance of participating in professional development to effectively plan lessons integrating ICT, selecting appropriate ICT resources for different contexts and learners, and operating technologies safely and ethically according to policy while modeling these practices for students. The document also introduces models of technological pedagogical content knowledge that inform how teachers develop expertise in integrating technology.
Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by Dr Jason Zagami 5 May 2011, Queensland, Australia.
What will the c2 c mean for it in the classroom?Jason Zagami
ย
This document discusses how computer-to-computer (C2C) communication will impact information technology (IT) in classrooms. It covers how C2C and digital technologies are changing the computing discipline and how IT is used across different educational levels and subjects. It also discusses frameworks like TPACK that inform how technology, pedagogy and content knowledge integrate in education.
(TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment.
Online course discussion through Second LifeJason Zagami
ย
This document discusses using Second Life for online course discussions. It lists various educational activities that can be done in Second Life, such as presentations, tutorials, roleplays, libraries and museums. It also provides data from 2007-2008 comparing student attendance, participation in discussion threads, and response times on discussion forums between traditional learning management systems and the virtual world of Second Life.
Este documento habla brevemente sobre una reuniรณn en el Ashram Jardรญn de Alhama el 25 de marzo de 2012. La reuniรณn tratรณ sobre Ecokarma y la Red GFU. Finalmente, el documento se despide hasta la prรณxima.
Social media en merkstrategie: de 100ondernemerscampagne van Centraal Beheer ...Jan-Willem van Beek
ย
De Nationale Marketing Dag 2010 vond plaats op 17 juli in het Nieuwegein Business Centre. Een mooie gelegenheid voor Greenberry en Centraal Beheer Achmea om de onlangs gelanceerde campagne "100ondernemers" te presenteren als casus voor de nieuwe manier van reclame maken.
This document outlines the goals of a technology education course which are to: 1) understand key concepts of technology education, 2) develop ways of working technologically for themselves and students, 3) develop and practice technical and teaching skills in a realistic setting, and 4) establish resources to assist teaching technology skills in schools. It also lists questions about the definitions of technology, educational technology, and technology education.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
Talk describing our resource activity to the scientific advisory board of a similar resource in England that was the subject of a European design study, known as DGEmap.
This document describes an online community called iPrac that was used by pre-service teachers to share experiences, resources, and support during their practicum placements. The community was founded 5 years ago by Dr. Jason Zagami of Griffith University and included features for activity sharing, achievement sharing, attitude sharing, resource sharing, and event sharing. Members of the community used these features to post updates about their daily teaching experiences, seek advice, share lesson plans and websites, and communicate about strikes and weekends. The goal of the community was to help pre-service teachers survive the stress of their practicums by allowing them to virtually connect and support each other through Twitter.
The document discusses the author's self-assessment of their knowledge in the areas of technological pedagogical content knowledge (TPACK), including feeling most confident in pedagogical knowledge, somewhat comfortable with technological knowledge and the least comfortable with technological content knowledge as they have not completed their instructional design course. The author also feels somewhat comfortable combining areas like technological pedagogical knowledge but is unsure how to effectively combine all components of TPACK into a lesson.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
The document discusses TPACK (Technological Pedagogical Content Knowledge), a framework for teacher knowledge that focuses on the relationships between teachers' understanding of technology, pedagogy and content. It describes the different components of TPACK including content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge. The document also discusses the history of technology integration in education and factors that influence effective integration such as classroom environment, teaching methods, and teacher skills and support.
This framework provides teachers with a method for planning effective technology integration by first identifying learning activities aligned with content-area standards, then selecting technologies appropriate for those activities, and finally assessing how well technologies help students achieve learning goals. It emphasizes matching technologies with "Activity Types" for specific subjects and grade levels. Teachers can find lists of Activity Types on the Activity Types Wiki to help plan lessons integrating technology in meaningful ways.
This document summarizes a presentation on mathematical knowledge for teaching. It discusses research examining the mathematical knowledge exhibited by preservice teachers when responding to mathematical and pedagogical contexts. The presentation outlines two research projects at Michigan State University that studied preservice teachers' knowledge. It then provides examples of three preservice teachers' responses on assessments and discusses themes emerging from interpreting their responses, such as their imagined teaching practice and isolating versus incorporating different solution strategies.
The document discusses teaching aids banks, which are collections of teaching resources used to teach specific lessons. It introduces the TPACK framework, which shows the types of knowledge teachers need to integrate technology successfully into teaching, including technological knowledge, pedagogical knowledge, and content knowledge. The framework illustrates how these different types of knowledge intersect and relate to one another to help teachers effectively incorporate technology into their instruction.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
This document discusses moonshot projects, xThinking labs, and inquiry-based project-based learning (iPBL) led by Dr. Jason Zagami of Griffith University. Dr. Zagami's email and website are provided for further contact.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
ย
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
Online course discussion through Second LifeJason Zagami
ย
This document discusses using Second Life for online course discussions. It lists various educational activities that can be done in Second Life, such as presentations, tutorials, roleplays, libraries and museums. It also provides data from 2007-2008 comparing student attendance, participation in discussion threads, and response times on discussion forums between traditional learning management systems and the virtual world of Second Life.
Este documento habla brevemente sobre una reuniรณn en el Ashram Jardรญn de Alhama el 25 de marzo de 2012. La reuniรณn tratรณ sobre Ecokarma y la Red GFU. Finalmente, el documento se despide hasta la prรณxima.
Social media en merkstrategie: de 100ondernemerscampagne van Centraal Beheer ...Jan-Willem van Beek
ย
De Nationale Marketing Dag 2010 vond plaats op 17 juli in het Nieuwegein Business Centre. Een mooie gelegenheid voor Greenberry en Centraal Beheer Achmea om de onlangs gelanceerde campagne "100ondernemers" te presenteren als casus voor de nieuwe manier van reclame maken.
This document outlines the goals of a technology education course which are to: 1) understand key concepts of technology education, 2) develop ways of working technologically for themselves and students, 3) develop and practice technical and teaching skills in a realistic setting, and 4) establish resources to assist teaching technology skills in schools. It also lists questions about the definitions of technology, educational technology, and technology education.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
Talk describing our resource activity to the scientific advisory board of a similar resource in England that was the subject of a European design study, known as DGEmap.
This document describes an online community called iPrac that was used by pre-service teachers to share experiences, resources, and support during their practicum placements. The community was founded 5 years ago by Dr. Jason Zagami of Griffith University and included features for activity sharing, achievement sharing, attitude sharing, resource sharing, and event sharing. Members of the community used these features to post updates about their daily teaching experiences, seek advice, share lesson plans and websites, and communicate about strikes and weekends. The goal of the community was to help pre-service teachers survive the stress of their practicums by allowing them to virtually connect and support each other through Twitter.
The document discusses the author's self-assessment of their knowledge in the areas of technological pedagogical content knowledge (TPACK), including feeling most confident in pedagogical knowledge, somewhat comfortable with technological knowledge and the least comfortable with technological content knowledge as they have not completed their instructional design course. The author also feels somewhat comfortable combining areas like technological pedagogical knowledge but is unsure how to effectively combine all components of TPACK into a lesson.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
The document discusses TPACK (Technological Pedagogical Content Knowledge), a framework for teacher knowledge that focuses on the relationships between teachers' understanding of technology, pedagogy and content. It describes the different components of TPACK including content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge. The document also discusses the history of technology integration in education and factors that influence effective integration such as classroom environment, teaching methods, and teacher skills and support.
This framework provides teachers with a method for planning effective technology integration by first identifying learning activities aligned with content-area standards, then selecting technologies appropriate for those activities, and finally assessing how well technologies help students achieve learning goals. It emphasizes matching technologies with "Activity Types" for specific subjects and grade levels. Teachers can find lists of Activity Types on the Activity Types Wiki to help plan lessons integrating technology in meaningful ways.
This document summarizes a presentation on mathematical knowledge for teaching. It discusses research examining the mathematical knowledge exhibited by preservice teachers when responding to mathematical and pedagogical contexts. The presentation outlines two research projects at Michigan State University that studied preservice teachers' knowledge. It then provides examples of three preservice teachers' responses on assessments and discusses themes emerging from interpreting their responses, such as their imagined teaching practice and isolating versus incorporating different solution strategies.
The document discusses teaching aids banks, which are collections of teaching resources used to teach specific lessons. It introduces the TPACK framework, which shows the types of knowledge teachers need to integrate technology successfully into teaching, including technological knowledge, pedagogical knowledge, and content knowledge. The framework illustrates how these different types of knowledge intersect and relate to one another to help teachers effectively incorporate technology into their instruction.
Similar to Implications and applications of educational technologies II (8)
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
This document discusses moonshot projects, xThinking labs, and inquiry-based project-based learning (iPBL) led by Dr. Jason Zagami of Griffith University. Dr. Zagami's email and website are provided for further contact.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
ย
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
Lecture 4 Teaching Futures, Systems and Strategic Thinking 2016Jason Zagami
ย
The document provides an overview of different types of thinking that can be taught, including systems thinking, computational thinking, design thinking, futures thinking, strategic thinking, and solutions thinking. It then focuses on futures thinking, outlining why studying the future is important and some tools used in futures thinking like environmental scans, trend analysis, scenarios, and backcasting. Finally, it discusses systems thinking and key concepts like stocks, flows, feedback loops, causal loops, and system dynamics modeling. The document aims to introduce various thinking approaches and tools that can be taught to help students develop important skills for understanding complex systems and creating preferred futures.
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
Lecture 2 Teaching Digital Technologies 2016Jason Zagami
ย
This document provides an overview of key concepts related to teaching digital technologies, including computational thinking, systems thinking, design thinking, and futures thinking. It discusses important problems in the world like global warming, armed conflicts, and overpopulation that could be addressed through computational thinking. The document also outlines key concepts for different year levels, including creating interactive games, databases, and computer systems. It provides examples of concepts like algorithms, binary search, and the travelling salesman problem.
This document outlines a university course on teaching technologies education. It discusses key topics like what technology and educational technologies are, and introduces the technologies learning area. The course covers teaching digital technologies, design technologies, and systems, futures, and strategic thinking over 10 weeks. Students complete a log of learning activities and portfolio of their work which is due at the end. Tutorials involve exploring the Australian curriculum and hands-on challenges in design and programming.
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
ย
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
ย
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
The document discusses key concepts in systems thinking. It explains that systems thinking views phenomena holistically by considering large numbers of interactions, rather than isolating smaller parts. Mental models are used to understand complex systems, and dynamic models with stocks, flows, and feedback loops can simulate how systems change over time. Several examples are given to illustrate systems thinking concepts like balancing and reinforcing feedback, and how systems can be viewed from different perspectives.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
ย
This document outlines an approach to teaching digital technologies and design and technologies using thinking skills such as systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It discusses each of these thinking skills in detail and provides examples of how they can be applied across the curriculum areas of digital technologies and design and technologies. The overall approach is to engage students in challenge-based learning projects that focus on solving complex problems using various thinking skills and collaborative processes.
Developing a Preferred Futures perspectiveJason Zagami
ย
The document discusses developing a preferred futures perspective in technologies education. It aims to conceptualize more just and sustainable human and planetary futures by developing knowledge and skills in exploring probable and preferred futures scenarios. Students learn to understand the dynamics of human, social, and ecological systems and their influence on alternative futures, while also developing a sense of responsibility and action toward creating better futures through techniques like trend analysis, environmental scanning, visioning, and backcasting.
This document discusses creativity, failure, and innovation in technology education. It provides information about how students at different primary school levels (early, middle, upper) approach design tasks and develop their design thinking. For early primary students, design processes are flexible and initial designs may differ significantly from final products. Middle primary students recognize processes used and how they could be improved. They draw on resources to inform design. Upper primary students identify issues and research alternative designs. The document also covers models of the creative process, techniques to inspire creativity like brainstorming, and how innovation involves new solutions rather than just improvements. Failure is presented as an opportunity to learn.
The document discusses teaching technologies education and pedagogical diversity. It covers organizing learning environments, design challenges, contextualizing, personalizing, localizing, and modernizing learning. It also addresses assessing student achievement, cooperative learning models, persistence, unit planning, and common unit planning problems. Key aspects of design thinking are defined, including investigating problems, generating designs, producing solutions, evaluating, and collaborating in an iterative process.
This document discusses several thinking approaches that can be applied to education including design thinking, systems thinking, computational thinking, futures thinking, and strategic thinking. It notes some of the big global problems they could help address such as global warming, food scarcity, and health issues. It also provides an overview of design thinking processes, challenge-based learning approaches, and integrating curriculum into classroom projects and competitions.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
33. 1:1 computer ratio for all secondary schools with students
in years 9 to12
high speed broadbandย connection to all Australian schools
teacher training in the use of ICT that enables them to
enrich student learning
online curriculum tools and resources that support the
national curriculum
enable parents to participate in their childโs education
provide assistance for schools in the deployment of ICT
Friday, 23 April 2010
183. I will Google before asking dumb questions. I will Google before asking
dumb questions. I will Google before asking dumb questions. I will Google
before asking dumb questions. I will Google before asking dumb questions.
I will Google before asking dumb questions. I will Google before asking
dumb questions. I will Google before asking dumb questions. I will Google
before asking dumb questions. I will Google before asking dumb questions.
I will Google before asking dumb questions. I will Google before asking
dumb questions. I will Google before asking dumb questions. I will Google
before asking dumb questions. I will Google before asking dumb questions.
I will Google before asking dumb questions. I will Google before asking
dumb questions. I will Google before asking dumb questions. I will Google
before asking dumb questions. I will Google before asking dumb questions.
Questions?
Friday, 23 April 2010
184. I will twitter before asking dumb questions. I will twitter before asking
dumb questions. I will twitter before asking dumb questions. I will
twitter before asking dumb questions. I will twitter before asking dumb
questions. I will twitter before asking dumb questions. I will twitter
before asking dumb questions. I will twitter before asking dumb questions.
I will twitter before asking dumb questions. I will twitter before asking
dumb questions. I will twitter before asking dumb questions. I will
twitter before asking dumb questions. I will twitter before asking dumb
questions. I will twitter before asking dumb questions. I will twitter
before asking dumb questions. I will twitter before asking dumb questions.
I will twitter before asking dumb questions. I will twitter before asking
dumb questions. I will twitter before asking dumb questions.
Questions?
Friday, 23 April 2010