Isabel Rodríguez
Subject: English
Grade: 10th
Unit: Simple Present Tense
Lesson: Verbs in the Simple Present Tense
Date: March 15th, 2012
Time: 2 hours
Objectives:
- Students will be able to identify verbs in the simple present tense.
- Students will be able to conjugate regular and irregular verbs in the simple present tense.
- Students will be able to use verbs in the simple present tense to talk about routines and habits.
Materials:
- Computer
- Projector
- Speakers
- PowerPoint presentation on verbs in the simple present tense
- Work
This document provides an introduction to a course on Web 2.0 and social networking. The course covers topics such as what Web 2.0 and social networking are, popular social media sites like Facebook, Twitter, and LinkedIn, productivity tools like Google Docs and Remember the Milk, and etiquette for social networking. The instructor provides their background and goals for the course, which is meant as a basic overview for those new to these concepts and tools.
Book excerpt from A Survival Guide to Social Media and Web 2.0 Optimization: Strategies, Tactics, and Tools for Succeeding in the Social Web by Deltina Hay. This book is a hands-on guide to building an optimized presence in the Social Web.
This document provides an overview of various social media and collaborative tools grouped into ten categories. It explains that social media involves building online communities for sharing information, opinions, and interests through participation and engagement. The document lists example tools for each category like blogs, microblogging, social networking, photo sharing, and wikis. It also provides short descriptions of popular tools and links to additional resources.
The document discusses the key characteristics of new media, known as the 5 C's: capacity, convergence, control, connections, and collective intelligence. It provides examples of how new media has empowered individuals and social networks to produce and share content in new ways that were previously controlled by traditional media organizations. New media is participatory and decentralized as opposed to old media, which focused on centralized control and distribution of content.
A 15-20 minute presentation for PGCLTHE students (which I am on a student on, and will be teaching next year) on Twitter, which I have been using since February 2009, and some ideas for using it in the classroom.
Blogs have become an important source of news and information. They allow for behind-the-scenes perspectives and immediate reporting from anywhere via mobile devices. However, blogging can also put reporters at risk as their online activities are more easily traced, and blogging from dangerous locations can leave reporters vulnerable with no backup. While some see blogging as a threat to traditional media, others believe blogs will continue to work alongside and influence mainstream news.
This document provides an overview of social networking technologies and how cultural institutions can use them. It defines common terms like blogs, microblogging and podcasting. Examples are given of how organizations like the National Trust, Coca-Cola Archives, and Charles H. Wright Museum of African American History have used Twitter, Facebook, Flickr and blogs to engage new audiences and share collections. The document encourages institutions to experiment with one or two technologies before expanding and stresses keeping content relevant and personable.
Social bookmarking allows users to save, organize, and share bookmarks to web pages with others. Users can create accounts on social bookmarking websites to add bookmarks with tags. These bookmarks are usually public and can be searched and viewed by category or tags. Social bookmarking has advantages like enriching knowledge through shared bookmarks, but also disadvantages like potential errors from ambiguous tags. Popular social bookmarking sites include Delicious, Digg, Reddit, and StumbleUpon.
This document provides an introduction to a course on Web 2.0 and social networking. The course covers topics such as what Web 2.0 and social networking are, popular social media sites like Facebook, Twitter, and LinkedIn, productivity tools like Google Docs and Remember the Milk, and etiquette for social networking. The instructor provides their background and goals for the course, which is meant as a basic overview for those new to these concepts and tools.
Book excerpt from A Survival Guide to Social Media and Web 2.0 Optimization: Strategies, Tactics, and Tools for Succeeding in the Social Web by Deltina Hay. This book is a hands-on guide to building an optimized presence in the Social Web.
This document provides an overview of various social media and collaborative tools grouped into ten categories. It explains that social media involves building online communities for sharing information, opinions, and interests through participation and engagement. The document lists example tools for each category like blogs, microblogging, social networking, photo sharing, and wikis. It also provides short descriptions of popular tools and links to additional resources.
The document discusses the key characteristics of new media, known as the 5 C's: capacity, convergence, control, connections, and collective intelligence. It provides examples of how new media has empowered individuals and social networks to produce and share content in new ways that were previously controlled by traditional media organizations. New media is participatory and decentralized as opposed to old media, which focused on centralized control and distribution of content.
A 15-20 minute presentation for PGCLTHE students (which I am on a student on, and will be teaching next year) on Twitter, which I have been using since February 2009, and some ideas for using it in the classroom.
Blogs have become an important source of news and information. They allow for behind-the-scenes perspectives and immediate reporting from anywhere via mobile devices. However, blogging can also put reporters at risk as their online activities are more easily traced, and blogging from dangerous locations can leave reporters vulnerable with no backup. While some see blogging as a threat to traditional media, others believe blogs will continue to work alongside and influence mainstream news.
This document provides an overview of social networking technologies and how cultural institutions can use them. It defines common terms like blogs, microblogging and podcasting. Examples are given of how organizations like the National Trust, Coca-Cola Archives, and Charles H. Wright Museum of African American History have used Twitter, Facebook, Flickr and blogs to engage new audiences and share collections. The document encourages institutions to experiment with one or two technologies before expanding and stresses keeping content relevant and personable.
Social bookmarking allows users to save, organize, and share bookmarks to web pages with others. Users can create accounts on social bookmarking websites to add bookmarks with tags. These bookmarks are usually public and can be searched and viewed by category or tags. Social bookmarking has advantages like enriching knowledge through shared bookmarks, but also disadvantages like potential errors from ambiguous tags. Popular social bookmarking sites include Delicious, Digg, Reddit, and StumbleUpon.
I frequently overhear people I do not know in restaurants and other public settings talking about how they are using Facebook to reconnect with friends and family. Some of the items of discussion I would overhear were very alarming to me. Suspecting I would find the manner in which my friends and family members (e.g., my mother, siblings, nieces and nephews) use Facebook equally alarming, I decided to engage in some research to determine whether there would be enough substance to my observations to warrant the preparation of these materials. In no time I gathered enough substance to my observations to warrant the preparation of these materials.
I have prepared the attached materials to expand my capacity; my hope is those of you I know personally and with whom I have shared these materials will share these materials with your friends and family members. As you will see in these materials, what should be of paramount concern is how you are currently using Facebook. While the security of your Facebook profile is important, you need to be aware if you are using Facebook in such a way where the contents of your profile could inflict harm upon you, your friends and/or your family members.
Ten ways for booksellers to leverage social mediaClayton Wehner
Presentation delivered by Clayton Wehner to the Australian Booksellers Association Conference in Melbourne, July 2011. Contains ten simple steps for booksellers to get involved in social media.
9 reasons why you should have a blog (in addition to or instead of Facebook or Twitter)
Presented by Mike Roe from AgencyND at a February 16, 2011 brown bag session.
The Social Media Phenomenon: How to leverage it to best effectClayton Wehner
Presentation to Deakin University Alumni in Adelaide at the National Wine Centre, Monday 12 September 2010.
Presentation provides an overview of social media, discussion of the various social media tools, and 23 principles for social media success
This document discusses S.P.I.D.E.R., a method for evaluating the validity and reliability of websites. S.P.I.D.E.R. stands for Source, Purpose, Information, Domain, Educational value, and Reliability. It provides guidelines for analyzing the source and author of a website, the purpose and potential biases, the relevance and currency of information, implications of the domain extension, depth and quality of content, and whether the same information can be found on other reliable sites. The document also warns that search engine rankings do not guarantee a site's validity and that Wikipedia should be used cautiously as a source for school projects.
This document provides guidance for writing headlines and content for websites and social media. It discusses writing headlines that are clear, concise, search engine optimized and deliver what is promised. It also covers writing web-friendly content, using hyperlinks, multimedia elements, and updating sites regularly with current information. Social media strategies discussed include using Twitter to find sources and story ideas, build an audience through hashtags and engaging with readers.
The document discusses how the semantic web aims to link different sources of online information and make it machine-readable. This has implications for social media sites, journalists, and users' privacy as personal data may be shared and used in new ways without their knowledge or consent. It provides examples of semantic web tools and projects that extract and link information from various online sources. Issues around privacy and transparency in the use of personal data are raised.
Social Media Training for the Australian Booksellers AssociationClayton Wehner
This document provides an overview and summary of a social media training session for booksellers. It discusses the rise of social media use in Australia and how businesses can develop social media strategies. The training covers background on social media trends, popular platforms like Facebook, Twitter, blogs and video, potential risks, and principles for successful social media engagement including objectives, content, and monitoring. Attendees are encouraged to start engaging with social media by setting up profiles, posting content, and connecting with industry contacts and groups.
Uncertainty in replaying archived Twitter pagesMichael Nelson
Michael L. Nelson
@phonedude_mln
with: Sawood Alam, Kritika Garg, Himarsha Jayanetti,
Shawn M. Jones, Nauman Siddique, Michele C. Weigle
@WebSciDL
Ethics and Archiving the Web: How to ethically collect and use web archives
2021-03-30
The document discusses the evolution of the internet from Web 1.0 to Web 2.0. Web 1.0 only allowed users to search and read information, while Web 2.0 enables user-generated content and interaction through social media platforms and user-editable websites. The key difference between the two is that Web 2.0 empowers users to create and share content online in addition to just consuming information. Popular examples mentioned are Facebook, Twitter, YouTube, and Wikipedia, which have helped transform the internet into a more social, interactive experience.
This is just another update in the usual series. If you've seen it before it's just adding new slideshots, clarifying a few things, but essentially no different to what you might have seen previously.
The document provides information about online social networking sites Facebook and MySpace. It summarizes their histories, demographics of typical users, and basic features. The document also provides guidance on etiquette, communication preferences, and profile set up for these social networking sites. Recommendations are made for how the nonprofit Girlstart can utilize social networking sites like Facebook, MySpace and LinkedIn to engage with participants and promote their organization.
New Networking Skills - Using Social MediaAnthony Rainey
The document discusses various social media and networking tools including Facebook, Twitter, YouTube, LinkedIn, Instagram, Pinterest, Yelp, Google+, Spotify, and Foursquare. It then discusses how to organize information from these sources, describing the "old school" method of using a web browser to search for information as time-consuming versus the "new school" method of using a news aggregator to automatically collect news feeds and read them later on a mobile device. News aggregators like RSS readers and apps like Flipboard and Google Currents allow users to easily access updates from multiple sources in one place.
The document discusses social networking and how libraries can use social networking tools. It provides an overview of common social networking sites like MySpace and Facebook. It also discusses how libraries have created pages on these sites and the opportunities and challenges of using social networking to engage patrons and achieve library goals. Examples of specific library social networking pages are given. Reasons both for and against libraries using social networking are explored.
Social media platforms like Facebook, blogs, Twitter, and virtual worlds like Second Life are increasingly being used by churches and religious groups to engage with their communities. These tools allow for conversation, networking, sharing updates and media, and going deeper in discussion of religious issues. While adults currently make up the majority of social media users, younger generations are predicted to engage more through mobile devices in the future. Churches are utilizing the accessibility and community-building aspects of these platforms to spread their messages and connect with members worldwide.
Social bookmarking allows internet users to store, organize, search, and share bookmarks of web pages. Users can bookmark pages using popular tools like Delicious or StumbleUpon. Bookmarks are usually public but can be private, and users can share bookmarks with their network. Users assign tags or keywords to bookmarks to classify and search them. Social bookmarking ranks pages based on how often they are bookmarked rather than external links, and can surface pages not indexed by search engines. While easy to use, social bookmarking has drawbacks like lack of tagging standards and potential for spam.
Engaging with Readers in the Web 2.0 era – social media, mobile devices & eBooksClayton Wehner
Presentation delivered to the Public Libraries South Australia Conference by Clayton Wehner of Blue Train Enterprises, at the Adelaide Entertainment Centre on Tuesday
Computers have transformed from room-sized machines in the 1940s to today's tiny smartphones. The presentation discusses how computers are now embedded in many devices like toys, medical equipment, and home appliances. It also explores how multimedia and the Internet have revolutionized education and entertainment. The Internet originated in the 1970s and was opened to the public in 1991 by Tim Berners-Lee, growing to over 40 million users within 5 years. Now people can research, communicate, shop, and be entertained online through the World Wide Web.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
I frequently overhear people I do not know in restaurants and other public settings talking about how they are using Facebook to reconnect with friends and family. Some of the items of discussion I would overhear were very alarming to me. Suspecting I would find the manner in which my friends and family members (e.g., my mother, siblings, nieces and nephews) use Facebook equally alarming, I decided to engage in some research to determine whether there would be enough substance to my observations to warrant the preparation of these materials. In no time I gathered enough substance to my observations to warrant the preparation of these materials.
I have prepared the attached materials to expand my capacity; my hope is those of you I know personally and with whom I have shared these materials will share these materials with your friends and family members. As you will see in these materials, what should be of paramount concern is how you are currently using Facebook. While the security of your Facebook profile is important, you need to be aware if you are using Facebook in such a way where the contents of your profile could inflict harm upon you, your friends and/or your family members.
Ten ways for booksellers to leverage social mediaClayton Wehner
Presentation delivered by Clayton Wehner to the Australian Booksellers Association Conference in Melbourne, July 2011. Contains ten simple steps for booksellers to get involved in social media.
9 reasons why you should have a blog (in addition to or instead of Facebook or Twitter)
Presented by Mike Roe from AgencyND at a February 16, 2011 brown bag session.
The Social Media Phenomenon: How to leverage it to best effectClayton Wehner
Presentation to Deakin University Alumni in Adelaide at the National Wine Centre, Monday 12 September 2010.
Presentation provides an overview of social media, discussion of the various social media tools, and 23 principles for social media success
This document discusses S.P.I.D.E.R., a method for evaluating the validity and reliability of websites. S.P.I.D.E.R. stands for Source, Purpose, Information, Domain, Educational value, and Reliability. It provides guidelines for analyzing the source and author of a website, the purpose and potential biases, the relevance and currency of information, implications of the domain extension, depth and quality of content, and whether the same information can be found on other reliable sites. The document also warns that search engine rankings do not guarantee a site's validity and that Wikipedia should be used cautiously as a source for school projects.
This document provides guidance for writing headlines and content for websites and social media. It discusses writing headlines that are clear, concise, search engine optimized and deliver what is promised. It also covers writing web-friendly content, using hyperlinks, multimedia elements, and updating sites regularly with current information. Social media strategies discussed include using Twitter to find sources and story ideas, build an audience through hashtags and engaging with readers.
The document discusses how the semantic web aims to link different sources of online information and make it machine-readable. This has implications for social media sites, journalists, and users' privacy as personal data may be shared and used in new ways without their knowledge or consent. It provides examples of semantic web tools and projects that extract and link information from various online sources. Issues around privacy and transparency in the use of personal data are raised.
Social Media Training for the Australian Booksellers AssociationClayton Wehner
This document provides an overview and summary of a social media training session for booksellers. It discusses the rise of social media use in Australia and how businesses can develop social media strategies. The training covers background on social media trends, popular platforms like Facebook, Twitter, blogs and video, potential risks, and principles for successful social media engagement including objectives, content, and monitoring. Attendees are encouraged to start engaging with social media by setting up profiles, posting content, and connecting with industry contacts and groups.
Uncertainty in replaying archived Twitter pagesMichael Nelson
Michael L. Nelson
@phonedude_mln
with: Sawood Alam, Kritika Garg, Himarsha Jayanetti,
Shawn M. Jones, Nauman Siddique, Michele C. Weigle
@WebSciDL
Ethics and Archiving the Web: How to ethically collect and use web archives
2021-03-30
The document discusses the evolution of the internet from Web 1.0 to Web 2.0. Web 1.0 only allowed users to search and read information, while Web 2.0 enables user-generated content and interaction through social media platforms and user-editable websites. The key difference between the two is that Web 2.0 empowers users to create and share content online in addition to just consuming information. Popular examples mentioned are Facebook, Twitter, YouTube, and Wikipedia, which have helped transform the internet into a more social, interactive experience.
This is just another update in the usual series. If you've seen it before it's just adding new slideshots, clarifying a few things, but essentially no different to what you might have seen previously.
The document provides information about online social networking sites Facebook and MySpace. It summarizes their histories, demographics of typical users, and basic features. The document also provides guidance on etiquette, communication preferences, and profile set up for these social networking sites. Recommendations are made for how the nonprofit Girlstart can utilize social networking sites like Facebook, MySpace and LinkedIn to engage with participants and promote their organization.
New Networking Skills - Using Social MediaAnthony Rainey
The document discusses various social media and networking tools including Facebook, Twitter, YouTube, LinkedIn, Instagram, Pinterest, Yelp, Google+, Spotify, and Foursquare. It then discusses how to organize information from these sources, describing the "old school" method of using a web browser to search for information as time-consuming versus the "new school" method of using a news aggregator to automatically collect news feeds and read them later on a mobile device. News aggregators like RSS readers and apps like Flipboard and Google Currents allow users to easily access updates from multiple sources in one place.
The document discusses social networking and how libraries can use social networking tools. It provides an overview of common social networking sites like MySpace and Facebook. It also discusses how libraries have created pages on these sites and the opportunities and challenges of using social networking to engage patrons and achieve library goals. Examples of specific library social networking pages are given. Reasons both for and against libraries using social networking are explored.
Social media platforms like Facebook, blogs, Twitter, and virtual worlds like Second Life are increasingly being used by churches and religious groups to engage with their communities. These tools allow for conversation, networking, sharing updates and media, and going deeper in discussion of religious issues. While adults currently make up the majority of social media users, younger generations are predicted to engage more through mobile devices in the future. Churches are utilizing the accessibility and community-building aspects of these platforms to spread their messages and connect with members worldwide.
Social bookmarking allows internet users to store, organize, search, and share bookmarks of web pages. Users can bookmark pages using popular tools like Delicious or StumbleUpon. Bookmarks are usually public but can be private, and users can share bookmarks with their network. Users assign tags or keywords to bookmarks to classify and search them. Social bookmarking ranks pages based on how often they are bookmarked rather than external links, and can surface pages not indexed by search engines. While easy to use, social bookmarking has drawbacks like lack of tagging standards and potential for spam.
Engaging with Readers in the Web 2.0 era – social media, mobile devices & eBooksClayton Wehner
Presentation delivered to the Public Libraries South Australia Conference by Clayton Wehner of Blue Train Enterprises, at the Adelaide Entertainment Centre on Tuesday
Computers have transformed from room-sized machines in the 1940s to today's tiny smartphones. The presentation discusses how computers are now embedded in many devices like toys, medical equipment, and home appliances. It also explores how multimedia and the Internet have revolutionized education and entertainment. The Internet originated in the 1970s and was opened to the public in 1991 by Tim Berners-Lee, growing to over 40 million users within 5 years. Now people can research, communicate, shop, and be entertained online through the World Wide Web.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This document provides an overview of the history and development of the Internet. It discusses how internetworking connects local area networks and wide area networks using TCP/IP protocols. The domain name system assigns names and addresses to networked computers. The document outlines various Internet services like email, file transfer, and the World Wide Web. It also describes tools used to access and develop content on the World Wide Web, including web servers, browsers, search engines, and multimedia plugins.
This document discusses how the internet has evolved since 2008 and provides guidance on integrating multimedia into websites and communications. It recommends adding interactive elements like audio, video, blogs and forums to engage users. It also emphasizes the importance of social media, mobile optimization, and using metrics to measure online engagement. Media convergence across platforms is reshaping public relations strategies.
This presentation covers the various types of multimedia, the advantages and disadvantages of their use as well as how multimedia can be used in education.
The document outlines five criteria for evaluating the quality of web pages: accuracy, authority, objectivity, currency, and coverage. It defines each criterion and provides examples of factors to consider to evaluate a page's performance in each area. For a page to be of high quality, it should list the author and allow contact, provide author credentials and be from a reputable domain, present information objectively with limited advertising, be up-to-date with current content and links, and allow full access to content without fees or software requirements. Following these criteria can help identify pages that provide valuable research information.
Technology and Livelihood Education.pptxAngelicaTaer
This document provides information about wikis and responsible online behavior for posting and sharing materials. It discusses the importance of using reliable sources and verifying information before posting. Students will work in groups to create a wiki page about a topic, using proper citations and respecting intellectual property rights. The document also contains quiz questions to test students' understanding of reliable versus unreliable online sources.
The document provides guidance on evaluating websites for credibility and reliability to determine if they are appropriate sources to cite in a research paper. It outlines several criteria to consider, including assessing the author's credentials, accuracy and bias of the information, date of publication, documentation of sources, and purpose and intended audience of the site. Students are encouraged to think critically about the credibility of online information and not rely solely on free websites, but also use library databases and consult their teacher-librarian for source recommendations.
This document discusses evaluating the validity and reliability of information found on the internet. It provides tips for students to assess accuracy, such as checking the author's credentials, comparing information across multiple sources, and verifying webpage content. Teachers should guide students through questions to determine if a site like www.nationalgeographic.com would be a trusted source for research based on factors like organization affiliation, active links, references, and grammar. The overall message is that students must learn to critically examine websites to determine if the information can be relied on.
PPT for MS parents to learn the various elments of the Internet. My goal is that the information within the PPT will give parents the foundation in building a stronger knowledge in information searching so that they can better assist their children with various online projects.
This document is a presentation for parents about how to use the internet effectively for research projects. It covers the four layers of the World Wide Web (generic, specialized, database, and private websites), the five most common URL endings (.com, .net, .edu, .gov, .org) and what makes a "good website" with author, title, source, date and purpose. It includes interactive elements like a "Test Your Knowledge" quiz and time for questions.
This document provides criteria for evaluating the quality and reliability of information found on websites. It discusses 6 key criteria: accuracy, authority, objectivity, currency, coverage, and clarity. For each criterion, the document explains why it is important and provides examples of both reliable and unreliable websites to illustrate how to apply each criterion when assessing websites. The overall message is that anyone can publish anything on the internet, so it is important to carefully evaluate websites using established criteria before trusting the information they contain.
This document discusses evaluating information sources and provides guidance on using the CRAAP test to critically analyze sources. It outlines the CRAAP criteria of currency, relevance, authority, accuracy, and purpose. It also discusses advantages and disadvantages of using Wikipedia and wikis in educational settings. While Wikipedia seems comprehensive, it cannot be considered reliable on its own due to its open editing structure and potential for outdated or unclear information. Proper evaluation of sources is important when conducting research online.
Wikipedia is a large online encyclopedia that is created and edited by users. While it contains a lot of information, users should evaluate Wikipedia articles carefully because anyone can edit or change the content. To determine if a Wikipedia article is reliable, users should look at factors like whether the article is locked, if it has a history of changes and edits, the references and sources cited, and any warnings or notices about the article's reliability. While Wikipedia can provide background information on a topic, teachers and librarians may advise against using it as a source in research papers.
Information literacy is a set of skills that allow people to recognize when information is needed and to locate, evaluate, and effectively use that information. These skills are important for students to develop so they can validate information from the internet. The document provides tips for evaluating websites, such as checking the domain name and extension, looking at authorship and links, and examining the content. It directs readers to additional resources on information literacy.
Making the most out of your Internet research involves using search engines effectively and evaluating the reliability of sources. Some key tips for effective searching include keeping searches simple, using descriptive keywords, and using quotation marks, minus signs, and Boolean operators to refine results. Most search engines have advanced search functions to help narrow searches. It's also important to evaluate sources for reliability by considering factors like who publishes the site, whether there are dead links or errors, and whether the information is corroborated elsewhere. The domain extension (.com, .edu, etc.) can provide clues about a site's credibility.
This lesson teaches 4th grade students how to evaluate the reliability of websites by using a 5 W formula: who wrote it, what is it about, when was it made, where did the information come from, and why should it be used. Students will apply the 5 W evaluation to websites on endangered species. The goal is for students to have the foundation to begin online research and know how to assess the quality of sources. By completing a worksheet, students will practice evaluating websites based on the answers to the 5 W questions.
Supplemental Handout: GALILEO and Web 2.0 Tools InfoBuffy Hamilton
Supplemental handout for Day 2 of Information Literacy for those who need visual screenshots and brief info bullets on Web 2.0 sources of authoritative information. This was not used in the presentation but loaded on the course SharePoint site to supplement "show/tell/play" course activities and primary PowerPoint that is available in my SlideSpace here.
Identifying Credible Sources for Research Paper and Project in High SchoolRoberto Verdeses
This document provides guidance on evaluating information sources found on the internet. It discusses key criteria for evaluating websites such as authority, accuracy, objectivity, and currency. Participants will learn how to use these criteria to effectively evaluate websites and help students develop skills for evaluating online information sources. The document also provides examples of red flags that indicate a source may not be credible and lists several reputable databases and directories for conducting research.
Web 2.0 tools like blogs, wikis, social networking sites, tagging, and RSS feeds promote information fluency by allowing users to create, share, and collaborate on content. These tools make information more accessible and encourage lifelong learning. While useful, overdependence on these sources and lack of skills in evaluating digital information can also be problems if information literacy is not developed.
This lesson teaches 4th grade students how to evaluate the reliability of websites by using a 5 W formula: who wrote it, what is it about, when was it made/updated, where did the information come from, and why should it be used. Students will apply the formula to assess websites as trustworthy sources for research. By the end of the lesson students will understand website evaluation criteria and be able to begin online research applying their new skills of discerning high quality sources.
Please follow these steps1. Choose a topic from the subject lis.docxmattjtoni51554
Please follow these steps:
1. Choose a topic from the subject list
2. Research four (4) sites dealing with the same topic you have selected. (Do not use Wikipedia, About.com, or Google as final source sites)
3. Write a brief critical evaluation report on each of the four sites you have visited. (Please include hyperlink connections to the four sites.)
4. Your evaluation must have a title page listing the topic, your name and the name of the instructor, the course title and section number, and the date.
5. Your paper must be in Word format ( doc. or docx.) or a Rich Text Format (.rtf) format (if using a different word processing program). The total report should be type-written, double-spaced, and 600 - 800 words in length. Papers are expected to demonstrate quality collegiate writing.
Submit your paper in the Web Evalution Drop Box. Check the When Assignments are Due page for due date.
Web Site Evaluation Criteria
· Authority--
· Does the resource have some reputable organization or expert behind it?
· Does the author have standing in the field? How do you know?
· Content
· What aspects of the subject are covered (breadth)?
· What is the level of detail provided about the subject (depth)?
· Is the information fact or opinion?
· Does the site contain original information or simply links?
· Accuracy
· Is the information in the resource accurate?
· How do you know?
· Currency
· Is the resource updated or static?
· Objectivity
· How biased is the site?
· Does it carry balanced information based on objective research or does it convey propaganda and subjective opinions?
Suggested Topics for WEB Project
1. Climate Change
2. Space Exploration
3. Biotechnology / Medical Innovations
4. Nanotechnology
5. Communication Technologies / Social Media
6. Alternative Energy Sources
7. Artificial Intelligence / Robotics
8. Green Jobs of the (not so distant)Future
9. Have you seen it?? (Latest Innovations)
10. Women Inventors & Scientists
11. Reuse,Repurpose,Recycle
12. Security,Surveillence, and Drones
Is the Web a good research tool? This question is dependent on the researcher's objective. As in traditional print resources, one must use a method of critical analysis to determine its value. Here is a checklist for evaluating web resources to help in that determination.
Authority:
Is the information reliable?
Check the author's credentials and affiliation. Is the author an expert in the field?
Does the resource have a reputable organization or expert behind it?
Are the sources of information stated? Can you verify the information?
Can the author be contacted for clarification?
Check for organizational or author biases.
Scope:
Is the material at this site useful, unique, accurate or is it derivative, repetitious, or doubtful?
Is the information available in other formats?
Is the purpose of the resource clearly stated? Does it fulfill its purpose?
What items are included in the resource? What subject area, time period, formats or types of material .
The document provides an overview and introduction to Wikipedia. It aims to dispel common myths about Wikipedia, including that it can't be trusted, is hostile to outsiders, is biased against experts, prohibits editing one's own page, and is losing contributors. It explains Wikipedia's goal of being a neutral compilation of verifiable facts and that marketing uses are discouraged, but reasonable contributions advancing both Wikipedia's and one's own goals are allowed. Understanding Wikipedia is important if one's company has a page there.
Wikipedia Workshop with David King - Everything You Need to Know about the Wikipedia Community to Bolster Your Brand. Presented to BMA Carolinas July 20, 2011.
The Guide includes information on how to work with the Wikipedia community to successfully energize your brand, bolster SEO, improve exposure and respond to criticism.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- 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.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-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.
1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“INTERNET AND MULTIMEDIA RESOURCES”
Quinto Semestre
Estudiante: Isabel Rodríguez A.
AMBATO - ECUADOR
2. COURSE OVERVIEW
INTERNET AND MULTIMEDIA RESOURCES
COMPETENCE TO BE DEVELOPED IN THIS MODULE
Use the Internet and multimedia resources to research and update knowledge for learning and
teaching English.
LEARNING OUTCOMES:
1. Describe evaluation criteria used to critically analyze the content of Web pages.
2. Identify and bookmark free online journals and Web sites about language skills, grammar, functions,
pronunciation and other linguistic and methodological aspects of English language learning and
teaching.
3. Develop technology enhanced lesson plans using Internet resources to promote authentic
language learning and assessment of the EFL learner’s communicative competence.
4. Experiment the use of different Web 2.0 tools to teach and assess the English communicative
competence using collaborative, problem -and project- based learning approaches.
5. Create effective teaching and assessment materials as well as online virtual environments for their
EFL classroom.
LEVEL TO BE ACHIEVED
This module takes into account the ICT Competency Standards for Teachers developed by UNESCO.
4. INTERNET AND MULTIMEDIA RESOURCES
HOMEWORK ASSIGMENT No. 1 - EVALUATING WEBSITES.
NAMES: Natasha Núñez/ Isabel Rodríguez A.
DATE: 08-03-2012
PART ONE
Explain in YOUR OWN words how each question should be answered in order to know
if a web sites is reliable.
No .- QUESTIONS YOUR EXPLANATION.
1 Is it somebody’s web page? We can know if it is somebody’s web page by looking the URL, most of the time a
web page that belongs to a particular person is not reliable.
2 What type of domain does it come from? These come from official web pages that involves educational, government, or
commercial web pages, but you have to be careful with the country codes that now
aren’t controlled.
3 Is it published by an entity that makes It is issued by people or organizations that have an URL name that are commonly
sense? herd about them or specialized in the information that you are looking for.
4 Who wrote this page? It’s important to know from whom the web page comes from. You need to look for
the background either if it is a person or an institution.
5 Is the page dated? Is it current enough? If the page doesn’t have updated information (according to people’s needs) it is not
better than a web page with a background.
6 What are the author’s credentials on this The author should publish documentation that gives credit of a serious work.
subject?
7 Are sources document with footnotes or The author of a web page must publish a reliable content about his /her motivation
links? to write about a particular subject or an accreditation that should contain where
does the information come from.
8 If reproduced information (from another If it is reproduced it should contain the links of the original web page, so you can
source), is it complete, not altered not fake verify if the information has not been modified.
or forged?
9 Are these links to other resources on the In some pages exist the possibility to make comparison between information,
topic? because of the links provided by one of these pages.
10 Who links to the page? The page is linked by the same web site or in other cases by people who publish an
opinion or comments about the page.
11 Is the page listed in one or more reportable Directories have a little introduction for the web pages to facilitate the research,
directories or page? although it is possible that what is written wouldn’t be favorable.
12 What do other say about the author or There are some sites into the web to comment or express ideas about articles that
responsible authoring body? you find on the net.
13 Why was the page put on the web? Because the publishing of the web page is a matter of each person and the person
who is looking for information should be aware of this fact.
14 Might it be ironic? Satire or parody? The researcher must be cautious when he/she is looking for information that
should be serious and reliable.
15 Is this as credible and useful as the resources The web would be a good source of information if someone looks carefully for it
5. PART TWO.
Do a critical analysis of two web sites to teach one aspect of English.
No .- QUESTIONS http://www.englishpage.com/verbpage/simplepres http://en.wikipedia.org/wiki/Present_tense
ent.html
1 Is it somebody’s It is from everyone.net Jimmy Wales, nominally in a position of ultimate
web page? authority, although he has deferred in most instances to the
leadership of Wikipedia.
2 What type of It is a service page (.net) It comes from an organization (.org)
domain does it
come from?
3 Is it published by It is a site not very common. Wikipedia is an organization well knows around the world.
an entity that
makes sense?
4 Who wrote this The page recollects the information from other It is written collaboratively by largely anonymous Internet
page? servers. volunteers who write without pay.
5 Is the page dated? It depends on each page where the information Yes, it is updated frequently. Wikipedia is continually
Is it current comes from. created and updated, with articles on historic events
enough? appearing within minutes, rather than months or years.
6 What are the This web page doesn’t have an accreditation. Most of Wikipedia's text and many of its images are dual-
author’s licensed under the Creative Commons Attribution-
credentials on this Sharealike 3.0 Unported License (CC-BY-SA) and the
subject? GNU Free Documentation License (GFDL) (unversioned,
with no invariant sections, front-cover texts, or back-cover
texts).
7 Are sources No, they are not. The page doesn’t have links to Wikipedia has a valuable other resources in their content.
document with know where the information comes from.
footnotes or
links?
8 If reproduced The web page doesn’t have a good control of the In the case of Wikipedia, they have administrators that
information (from information that arrives here; it’s published as it revise the information before publish it.
another source), is is.
it complete, not
altered not fake or
forged?
9 Are these links to No, they aren’t. It just has a link of everyone.net, Wikipedia has resources in the each content a person is
other resources on but is the page that recollects the information. looking for.
the topic?
10 Who links to the This web page is linked by the people who Wikipedia's articles provide links to guide the user to
page? provide the information. related pages with additional information.
11 Is the page listed This page is not frequently visited or shown in the This page almost always appears on the most important
in one or more “metabuscadores”. “metabuscadores” like Google.
reportable
directories or
page?
12 What do other say This page doesn’t have people to control the Just few pages can be edit for other people but at same time
7. LESSON PLAN WITH TECHNOLOGY
School: Centro Educativo Cristiano “Planeta Azul”
Teachers’ name: Verónica Chiliquinga, Natasha Núñez, Isabel Rodríguez.
Class description: 20 students of seventh grade of elementary school (1 with spreadattention
and 1 with dyslexia). Beginners. Age: 11-12 years.
Lesson duration: 45 minutes Date: May 17th, 2012
Review of previous lesson: We had reviewed about situations in which students had been
unsatisfied with clothes they bought.
Topic of this lesson: “I have a problem”. Give complains. Students will receive basic
instructions to express complains.
Lesson Objective(s): Given the basic vocabulary and expressions, students of seventh grade
will be able to express their complains for problems with their clothes with 2 or 3 simple
sentences used in a role-play.
Materials:
Unit 4 “I Have a Complain” pages 40-41. Patiño, A. “My New Puppets 6” Bogota,
DC., Colombia Editorial Norma S.A. (2004)
Writer’s notebooks/journals and writing utensils.
Graphic resources: signs, pictures (alternative activity).
Clothes
Handouts (alternative activity)
Technology resources:
Laptop
Projector (Infocus)
Video
Cd player.
Cd (Tracks 40-41)
PPT presentation
Web addresses:
http://www.youtube.com/watch?v=Q-1tfWzHgOA&feature=related
“Let’s go shopping”
Alternative activity: (in case things don't work as planned):
We will work with handouts to make them match each drawing with its correct
definition; and make sentences.
8. Adaptations for Special Learners:
We will show the clothes to explain the adjectives (too tight, too loose, too short,
too long, too big, too small) to catch the attentions of the students with disabilities.
Instructional Procedures: (write all the activities in a very clear and concrete way. It is a
good idea to write the amount of time you will need for each activity.)
1. WARM-UP:
First, we will make them to watch the video without audio to make them infer what is
the scene about. (2 minutes)
Ask some questions to help them: (3 minutes)
o Who is in the video?
o Where are they?
o What happens to the woman (customer)?
o What are the problems with the jackets?
Show the video again with audio. In this way, students can realize what is the situation
about and correct themselves if they where wrong. (3 minutes)
2. SPEAKING STAGE:
Open the book on page 40 and look at the picture. Read the dialog in pairs and
compare it with the video.
Choose two pairs of students to represent the dialog in front of the class, cheer them to
do it without looking at the book. (5 minutes for all)
3. LOOK AND LISTEN:
Play the CD track and make the students follow the dialog in their books. Later, put it
again and make them repeat it. (5 minutes)
Show them the sign with the pictures, and the clothes to explain the adjectives (too
tight, too loose, too short, too long, too big, too small), and make them to repeat them.
(5 minutes)
4. WRITING PART:
Make students combine the three parts than can make a full sentence, like “It’s too
long”, or “They are too long”. Write the sentence on the board and read it and show the
illustration that represents the adjectives.
Invite the students to elaborate other sentences using the elements from the sign.
As one student to write one on his/her sentences on the board, and pick the illustration
that represents his/her sentence. Ask to the other students if it is right or wrong; make
sure they use singular and plural expressions.
After, make the students write the correct sentences in their notebooks. (8 minutes for
all)
Assessment:
Tell the students they have to write sentences in their notebook, and draw a picture for each of
the sentences to represent the adjectives.
Homework:
Send them to do other sentences, and to paste pictures according to each sentence.
9. INTERNET AND MULTIMEDIA RESOURCES
NAME: Isabel Rodríguez A.
LEVEL: Fifth “U”.
1. Web 2.0
It is associated with web applications that facilitate information sharing and collaboration on
the World Wide Web. A Web 2.0 site allows users to interact and work together as creators of
user generated content in a virtual community; as opposed to websites where users are limited
to passive observation of the content has been created for them.
2. Twitter
The network can send plain text messages of short length, with a maximum of 140 characters
called tweets, which are displayed in the user's home page. Users can subscribe to the tweets
of other users - this is called "forward" and subscribers are called "followers".
3. Google Maps
It is the name of a Google service. Is a mapping application server on the Web. It offers
movable maps and satellite photos of the world and even the route between different locations
or at street level images.
4. Podcasts
This is the distribution of multimedia files (usually audio or video, which can include text and
captions and notes) by a system of syndication allowing subscription and use a program that is
downloaded to the user can listen at the time want. You do not need a subscription to
download.
5. Authorstream
It is a very good choice for sharing presentations online. AuthorStream not only allows you to
import your PowerPoint presentations online and create a user community around each one,
now you can export those presentations to YouTube, making them available as video.
10. 1. Mappy Friends
Mappy friends is a platform for social recommendations from people you trust: shared and
look for places that your friends, your networks and recommend specific experts.
2. Flickr
Flickr is a website that allows you to store, sort, search, sell, and share pictures and videos
online.
3. Podomatic
Podomatic is a very easy to use website that allows you to create your podcast and distribute it
quickly, so you can deliver your content to more people who hear or see at anytime and
anywhere, leading them to their players.
4. WebQuest
The WebQuest is a tool that is part of an encyclopedia for educational work in the arts of
fashion that is guided research, with funds mainly from the Internet, which promotes the use
of higher cognitive abilities, cooperative work and autonomy of students and includes
authentic assessment.
5. Dokeos
Dokeos is an on line learning environment and an application of course content management
and collaboration tool.
6. K 12 Lesson Plans
The K12lessonplans site is very user friendly and serves as a great way to communicate to
students and parents. The site has a lot of options for design and creates your activities to your
class.