Integrating ict into the classroom with qt
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This document discusses integrating information and communication technology (ICT) into the classroom using quality teaching methods. It recommends using ICT as a tool to enable students to learn in new ways. It references Bloom's Digital Taxonomy and the importance of backward mapping to design lessons around student learning outcomes. The document provides tips for reflecting on lessons and thinking creatively about how technology can support activities and enhance existing lesson plans.
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A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
beepresentation-130324201525-phpapp02.pdf
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
Info session
This document summarizes an information session about the Developer Student Club (DSC) at UIET KUK university. It introduces the DSC lead and explains that the DSC provides opportunities for students to learn new technologies, make projects, participate in contests, find others interested in the same topics, and receive guidance on opportunities. It then lists domains supported by the DSC like Android development, cloud computing, cyber security, data science, machine learning, and web development. Finally, it provides contact information for technical leads in different domains and explains expectations and guidelines for participating in the DSC.
Multi media laboratory
1. The document discusses the need for and benefits of multimedia laboratories in classrooms in India. It outlines the components, functions, and tools of an effective multimedia laboratory.
2. Key aspects include using multimedia to engage students through group work, problem solving, and presenting knowledge in multiple ways. Setting up laboratories requires planning spaces for computers, presentation areas, and mobile stations.
3. Benefits are that multimedia makes learning more engaging, appeals to different learners, and helps students develop important skills while allowing teachers to facilitate more.
IT BOT Presentation
This document outlines goals and plans for integrating e-learning at a school over the next year. The national goals are for students to become successful digital citizens, for principals to lead e-learning integration, and for teachers to effectively integrate e-learning. The school will form teacher groups to focus on key tools and share learning. Surveys will track staff e-learning use and confidence. Options for computer access are discussed, such as distributing desktops among classrooms and adding mobile devices. Progress will be measured through group plans, student work samples, and reflections shared on a wiki.
Grovedale College - elearning pd suite term three 2011
The document discusses implementing an eLearning curriculum at Grovedale College. It encourages teachers to design a learning activity that incorporates technology to support meaningful teaching and learning. Teachers are asked to identify the subject, learning goals, and how technology will enhance the task. The document provides resources like netbooks and educational software. It emphasizes that technology should be used to promote higher-order thinking and deep learning rather than just learning how to use technology itself.
Redwood City: A Case, A Place, & Time for Disruptive Innovation
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
Teaching Digital Technologies through Design (QUT Pedagogy Exchange)
How can Australian teachers teach Digital Technologies (digitech) through the design process? It's a natural fit!
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SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
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This document provides information on several online tools that can be used to create multimedia presentations for promoting and persuading including Smore, Glogster Edu, Animoto, and iMovie. It lists the website addresses for each tool, provides brief descriptions of their functionality like allowing text, images, and video, and notes whether a free basic account is available or if advanced features require a paid license. Useful websites for finding royalty-free images, music, and sound effects are also included. Contact information is provided for questions.
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Lena Arena provides information on several free online tools that can be used to promote and persuade including Smore for creating online flyers, Glogster Edu for making online posters, Animoto for producing videos, and iMovie on iPad for developing movie trailers. These tools allow for the inclusion of text, images, videos, and other multimedia elements. Most require creating a free account but may have limitations like video length or printing capabilities without an educational license. Contact information is provided for Lena Arena to answer any additional questions.
Peer coaching workshop2_final2013
This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes:
1. A review of the previous workshop and homework assignments from 9-10am.
2. From 10-10:30am, participants will learn new digital pedagogy strategies by sharing web tools and software with each other.
3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons.
4. From 1:30-2:30pm, the document discusses preparing for peer coaching by outlining the roles and skills of an effective coach and
Peer coaching workshop 1_final
This document outlines an agenda for a peer coaching workshop facilitated by Lena Arena. The workshop covers various topics related to peer coaching including communication skills, lesson design, and technology integration. The schedule includes sessions on coaching roles and attributes, 21st century skills, and using tools like wikis and Microsoft OneNote for coaching portfolios. Participants will engage in activities like clock partners, chalk talk, and reviewing sample coaching portfolios. The goal is to help coaches strengthen skills to assist teacher colleagues in improving learning activities and using technology to enhance student learning.
Peer coachingintro2013 final
This document provides an introduction to peer coaching. It defines peer coaching as a process where teachers work together to share expertise, provide feedback and support to help each other improve. The document outlines the benefits of peer coaching such as providing professional development support embedded in the classroom. It also describes the roles and structure of a peer coaching program including modules to train coaches, examples of the coaching cycle, requirements for accreditation and feedback from teachers who participated in a pilot program and found peer coaching improved their lessons and use of technology.
Peer coachingintro2013
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
Gbl technology models
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
Gbl technology models
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Adobe connect
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Peer Coaching workshop3
The document outlines the schedule and activities for a workshop on peer coaching. It includes:
- A morning session reviewing lesson improvement processes and templates.
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- Activities include practicing peer lesson reviews using communication tools, improving lessons, and getting feedback.
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Peer coaching workshop2
This document outlines an agenda and activities for a teacher workshop on 21st century learning and the use of technology in lessons. The workshop includes sessions on reviewing learning activities, improving lesson design, and peer coaching. Teachers will learn new digital strategies from each other and practice coaching skills. As coaches, they must understand how to enhance learning with technology, integrate it into the curriculum, and use effective lesson design and communication skills to support other teachers. The document provides guidance on the peer coaching process and materials needed.
Peer coaching workshop 1
This document provides an agenda for a peer coaching training session. The agenda includes:
1. An overview of peer coaching from 9:10am-10:45am.
2. A morning tea break from 10:45am-11:15am.
3. A session on coaching roles and communication skills from 11:15am-1:30pm with a lunch break from 1:30pm-2:00pm.
4. A session on coaching portfolios and web 2.0 tools from 2:00pm-3:00pm.
5. A reflection and close at 3:00pm.
The document also lists the peer coaching facilitators and
Der day feb2012
This document appears to be about a project related to distributed energy resources in the Sydney region for an organization called DER-NSW. It mentions HCC COWs, which are likely hybrid cloud computers or some other technology. Unfortunately there is not enough contextual information provided to generate a fully informative 3 sentence summary.
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The document summarizes a peer coaching pilot program that took place in 2012. It provided teachers opportunities to observe and give feedback to other teachers through a structured peer coaching process. The program involved 3 days of training, in-between tasks and coaching in schools. It aimed to provide job-embedded professional development and support teachers in applying ideas from training. Schools participating in the pilot would receive $5000 in funding and teacher release time to support peer coaching activities.
Vc caringbah hs
The document discusses video conferencing and desktop sharing tools that can be used to connect classrooms. It describes the equipment needed for video conferencing, different types of video conferences, and support resources available. It also provides information on the Bridgit desktop sharing software, Smart Notebook software for content creation, and virtual excursion opportunities through the Connections team. Contact information is provided for the Sydney Region DER-NSW Project Coordinator for any additional questions.
Project details2012
This document provides details about the Sydney Region DER NSW Projects for 2012, including funding and participating schools. It outlines that 16 Action Learning Schools will receive $5000 each for teacher release to work on projects focusing on using DER netbooks in teaching and learning. It also lists 5 schools participating in a Peer Coaching Trial. The document provides contact information for the project coordinator and suggestions for implementation strategies schools can use like mentoring, team teaching, and workshops. It concludes with quotes about being willing to play where students play.
Action Learning
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
Der sydney region2011v2
This document discusses technology integration projects at 11 schools in the Caringbah High School region. It outlines projects using technologies like Flash, Audacity, Premiere Elements, Edmodo, and Glogster in subjects like science, history, and religion. It discusses over 80 teachers and 13 curriculum leaders involved in these projects and schools developing classroom resources and open-ended assessment tasks using technologies.
Qt conference2011
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Beginning teachers information 2009
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
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Integrating ict into the classroom with qt
- 1. Integrating ICT into the Classroom using Quality Teaching Lena Arena Project Coordinator DER NSW Ph: 9582 2851 [email_address]
- 2. The Reality
- 3. Integrating ICT into the classroom
- 4. Integrating ICT into the classroom
- 5. Using ICT as a tool in the classroom enables the student to
- 6. Using ICT as a tool in the classroom enables the student to
- 7. Using ICT as a tool in the classroom enables the student to
- 8. Using ICT as a tool in the classroom enables the student to
- 9. Using ICT as a tool in the classroom enables the student to
- 10. Using ICT as a tool in the classroom enables the student to
- 12. Bloom’s Digital Taxonomy and Web 2.0 tools http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
- 13. Backward Mapping
- 14. Backward Mapping
- 17. QT Model
- 19. Maintain your sense of humour in the face of adversity....
- 20. Take a risk, try something new....
- 21. Reflect
- 22. Evaluate
- 23. Think outside the box...
- 24. “ We’ve got to be willing to play where they play… ... even if we don’t feel comfortable.” Kevin Honeycutt (Educator, researcher) Quote for thought...