Internship Presentation Lisa Chantiny
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The document outlines Lisa Chantiny's internship assisting with a technology cohort program at Oakland Mills High School. It describes the monthly meetings and agendas for professional development sessions on various technology tools for teachers, including Google Docs, websites, and classroom management. It also discusses an afterschool program for students and ways Lisa provided teacher support through websites and Google Docs.
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Technology powerpoint
The document provides guidance on using technology to enhance classroom instruction. It recommends that teachers evaluate their available resources, attend training to gain knowledge on resources, and use technologies as an integral part of the curriculum rather than just as a supplement. It then gives many specific examples of how technologies can be used to simplify tasks like creating gradebooks, schedules, and worksheets, as well as how they can engage students in subjects like math, language arts, social studies, and science.
Technology
The document discusses ways that teachers can integrate technology into classroom instruction. It provides examples of how teachers can use technology to simplify tasks like creating gradebooks, schedules, and checklists. It also gives examples of software and online tools that can be used for activities in different subject areas like math, language arts, social studies, and science. Resources are provided for online teaching tools, lesson plans, projects, and search engines to help teachers incorporate technology.
SGCS Board Presentation 2013
This document provides a summary of the 2012-2013 technology plan and initiatives at SGCS. It outlines the 5-year technology plan goals in areas like infrastructure, professional development, and assessment. It describes initiatives using tools like eSpark, Smart Boards, and iPads for research. It also discusses a Turnitin pilot, digital learning day, student projects, and use of telepresence. The document reviews the technology curriculum, 1:1 implementations, professional development, and instructional support. It discusses the head's education committee role and recommendations. It concludes by looking ahead to future technology goals and investments.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628
The document summarizes an iPad e-learning pilot project for a primary school in Hong Kong. It includes objectives, achievements, problems encountered, merits identified, and questions for discussion. It also provides recommendations from lesson observations, proposed next steps like preparing for a sharing session and providing inputs to the school's e-learning roadmap. The roadmap outlines initiatives over the next few years to integrate e-learning across different subject areas and student levels through teacher training, parent workshops, and collaboration with publishers.
TECHNOLOGY-ENHANCED LEARNING WITH THE IPAD
In 2015, Kanda Institute of Foreign Languages’ EIC Department (English for International Communication) introduced iPads into the curriculum. iPads were distributed to over 100 EFL teachers and over 1800 students. Embracing technology-enhanced learning has led to many benefits.
Technology enhanced learning with the iPad
The document outlines a three-year renewal project at Kanda Institute of Foreign Languages involving the integration of iPad tablets into the EFL curriculum for both teachers and students. Over 1800 students and teachers have participated in planning, creating materials for, and implementing the digitized curriculum since 2014. The core principles of the project focus on digital learning and teaching, rubrics, vocabulary development, and student-centered learning. Surveys of students and teachers found that the use of technology increased student motivation and engagement and enhanced collaboration, while popular apps included Quizlet, Haiku Deck, and Voice Recorder Pro.
Vct a school_for_health
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EDUC 5101 3rd Adobe Connect Class Session Presentation
This document outlines the agenda for a digital tools education session, including classifying and evaluating various online tools, completing breakout activities, and a second problem-based learning presentation. Participants will discuss categorizing different tool types, using checklists to evaluate educational technologies, and work in groups to propose a project using new tools and justifying their selection through a mock grant application. The session aims to help educators learn how to critically examine digital tools for supporting knowledge construction.
Edu614 session 6 winter 15 at, i pad, boardmaker
This document discusses integrating technology into education, including Universal Design for Learning principles, assistive technology, and the iPad. It provides an agenda and overview of topics like the SETT framework for matching students to assistive tools. Resources on accessibility, UDL, and apps for special needs are shared. Teachers are assigned to create a communication board using Boardmaker software to support students.
Digital Tools for Teaching in the 21st Century
This document outlines various digital tools that can be used for teaching in the 21st century. It begins by defining different levels of technical proficiency among teachers. It then discusses blended learning and how it combines face-to-face and online instruction. Several tools are presented for learning management systems, virtual classrooms, voice/video chat, blogs, wikis, audio/video recording, dictionaries, and more. Examples are provided for using blogs as course websites, cloud storage and voice over IP for distance lessons, and blended projects involving student collaboration. Teachers are encouraged to experiment with different tools and share ideas.
1 to-1 across disciplines-final
1. The document discusses strategies for integrating technology, pedagogy, and content across disciplines. It provides examples of tools and frameworks that can be used to enhance collaboration, research, writing, presentation, and organization skills across subject areas.
2. Key strategies discussed include flipped classrooms, formative assessment, project-based learning, differentiation, and shifting away from solely using grades for assessment. Brain-based learning research and developing meaningful homework are also covered.
3. Specific techniques and tools are suggested for each area, such as using graphic organizers, Google Docs for collaborative writing, and Prezi or Google Slides for digital presentations. The document emphasizes finding ways to develop consistent skills across classes.
Power Point Introduction to Me
This document provides a summary of Nellianne Parr's qualifications and experience as an educator. She has a Bachelor's degree in English, a Master's in Teaching Elementary Education, and has completed 18 credits towards a Master's in Library and Information Science. She holds teaching certificates in New Jersey and South Carolina for elementary education and middle school subjects. The document outlines some of her technology lessons, approaches to teaching language arts, mathematics, science, and social studies that incorporate standards and best practices. It also provides details on her classroom management strategies, experience with special education students, and ideas for gifted students. Lists of technology apps, classroom book ideas, and important websites are included.
Week 4 Professional Uses
This document discusses using technology for teacher professional development and tasks. It provides examples of short-term and long-term professional goals, and how to make goals specific, measurable, achievable, realistic and timely. It also discusses how teachers can use technology for assessment, administrative tasks, and classroom management. This includes using tools for grading, planning lessons, tracking student data, creating instructional materials and managing the classroom. The document encourages finding ways to increase efficiency and effectiveness.
Moodle en la enseñanza de lenguas
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
Digital Textbooks: Needs Assessment & Implementation on Campus
iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
Basic Whole
Moodle is a platform for online collaboration, education, and classroom extension that was introduced to PWSD in 2006. It is used by over 280 users across the district for professional learning communities, online course offerings, and classroom supplements. The platform allows for sharing resources, discussions, and ePortfolios. While technical maintenance is required to keep Moodle running, the role should be expanded to focus more on authoring content, training, and community building. Upcoming plans include expanding use of Moodle across more subject areas and integrating additional tools like ePortfolios.
FSEdTech Newsletter
This document provides information about upcoming educational technology professional development opportunities for teachers. It includes a list of upcoming events focused on tools like Chromebooks, Google Drive, Google Forms, and coding. It also shares tips and resources for using tools like Google Drawings, expanding professional learning networks, and assessing with technology. The newsletter is intended to connect educators and help them build skills for 21st century learning.
Curriculum Driven Tablet Pro
This presentation discusses how MICDS high school has transformed its curriculum and use of technology. Three factors have impacted changes: external pressures for reform, evolution of technology skills, and teacher professional development. The curriculum is shifting to a more student-centered, collaborative model using various Web 2.0 tools. Assessment is also transforming to be more diagnostic, formative, and include performance-based and self-reflective elements. Advantages of social, collaborative learning include increased student engagement and support. The school aims to continue preparing students for the 21st century by reducing exams, allowing student choice, and focusing on skills over content.
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