The document discusses how digital video cameras can be used in PreK-12 classrooms to engage students in learning across various subjects such as science, social studies, math, and English. It provides examples of classroom projects that teachers can assign using digital cameras, such as creating photo books, recording experiments, and documenting student growth. The document also covers the equipment, software, and permission forms needed to incorporate digital video cameras into the classroom.
This document provides information about digital scrapbooking or photo journaling. It begins by explaining that digital scrapbooking allows memories to be preserved in a less expensive and more easily shareable digital format using photo editing programs. It then discusses how digital scrapbooking has been around for awhile in the form of photo journals and yearbooks. The document proposes various curriculum-based and personal scrapbooking project ideas and provides tips for planning projects, working with images and text, and using PowerPoint for digital scrapbooking. It concludes by listing some favorite free digital scrapbooking resources.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
This document provides information about digital scrapbooking, including what it is, examples of curriculum-based scrapbooking projects, tips for planning and creating digital scrapbook pages, and suggestions for free image editing tools and scrapbooking resources. Digital scrapbooking allows people to preserve memories in a shareable digital format using photos, graphics, and image editing software. Some proposed projects include reflective learning timelines, alphabet books, maps, nature studies, and documenting school events and milestones. Planning, image selection, layout, and use of programs like PowerPoint and free online editors are discussed.
This presentation provided an overview of how information and communication technologies (ICT) can be used to support adventurous pedagogy and a "living geography" approach in the classroom. The presenter outlined several web tools like blogs, social bookmarking, and Google Earth that can engage students in active, investigative learning. Examples of teachers incorporating video, mobile devices, and alternative maps into lessons were also shared. The goal was to connect ICT use to developing students' geographical thinking and understanding of the real world.
A Gazillion Ways To Use A Digital Camerailove2doyoga
The document provides over 100 suggestions for using a digital camera in the classroom to enhance learning in a visual way. Some of the suggestions include using photos for slideshows, yearbooks, scavenger hunts, sequencing activities, close-up shots, panoramic views, before and after comparisons, science experiments, and open-ended photography assignments. The document emphasizes that digital photography can be used across subjects to engage students and make learning more visual and hands-on.
This document discusses using iPads in elementary classrooms to promote 21st century teaching and learning. It outlines goals of increasing student engagement, literacy skills, and facilitating learning through creativity, critical thinking, collaboration and communication. It then provides examples of literacy and math apps, as well as apps for social studies, art, reading, writing, and content management. It discusses using iPads to create tutorials, movies, comics and more. Finally, it discusses resources for finding iPad apps and evaluating them for classroom use.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides information about digital scrapbooking or photo journaling. It begins by explaining that digital scrapbooking allows memories to be preserved in a less expensive and more easily shareable digital format using photo editing programs. It then discusses how digital scrapbooking has been around for awhile in the form of photo journals and yearbooks. The document proposes various curriculum-based and personal scrapbooking project ideas and provides tips for planning projects, working with images and text, and using PowerPoint for digital scrapbooking. It concludes by listing some favorite free digital scrapbooking resources.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
This document provides information about digital scrapbooking, including what it is, examples of curriculum-based scrapbooking projects, tips for planning and creating digital scrapbook pages, and suggestions for free image editing tools and scrapbooking resources. Digital scrapbooking allows people to preserve memories in a shareable digital format using photos, graphics, and image editing software. Some proposed projects include reflective learning timelines, alphabet books, maps, nature studies, and documenting school events and milestones. Planning, image selection, layout, and use of programs like PowerPoint and free online editors are discussed.
This presentation provided an overview of how information and communication technologies (ICT) can be used to support adventurous pedagogy and a "living geography" approach in the classroom. The presenter outlined several web tools like blogs, social bookmarking, and Google Earth that can engage students in active, investigative learning. Examples of teachers incorporating video, mobile devices, and alternative maps into lessons were also shared. The goal was to connect ICT use to developing students' geographical thinking and understanding of the real world.
A Gazillion Ways To Use A Digital Camerailove2doyoga
The document provides over 100 suggestions for using a digital camera in the classroom to enhance learning in a visual way. Some of the suggestions include using photos for slideshows, yearbooks, scavenger hunts, sequencing activities, close-up shots, panoramic views, before and after comparisons, science experiments, and open-ended photography assignments. The document emphasizes that digital photography can be used across subjects to engage students and make learning more visual and hands-on.
This document discusses using iPads in elementary classrooms to promote 21st century teaching and learning. It outlines goals of increasing student engagement, literacy skills, and facilitating learning through creativity, critical thinking, collaboration and communication. It then provides examples of literacy and math apps, as well as apps for social studies, art, reading, writing, and content management. It discusses using iPads to create tutorials, movies, comics and more. Finally, it discusses resources for finding iPad apps and evaluating them for classroom use.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
Tips & Tricks to utilizing an iPad in your Early Childhood Education Classroom. Technology is becoming must-use tool for teachers & parents of children with autism and other developmental delays.
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document provides instructions for creating a digital collage or montage from photos taken at a school swimming event. It outlines the following:
- Use at least 12 photos from the school swimming event photos stored in iPhoto.
- Design the montage using a panel layout to display the photos.
- Include relevant text to describe the photos and event.
- Follow good design principles like those outlined in the attached Design Principles document.
- The montage should showcase the school in a positive way and not include any embarrassing photos.
The document outlines the timeline and process for Indian Hill EVSD in Cincinnati, Ohio to transition to a Bring Your Own Device (BYOD) model. It began in 2009 by establishing a technology committee to investigate viability. After conducting surveys and site visits, a pilot program launched in 2011-2012 with a focus on professional development for teachers. While initial challenges included managing different devices and online distractions, benefits included increased student organization, engagement, and feedback. Lessons learned centered on increased planning and communication to support the transition.
This is a presentation from Technology and Learning Magazine TechForum2012 on STEM--> STEAM--> STREAM
integrating the Arts and Reading into STEM education
The document discusses tools and strategies for documenting student learning and thinking. It provides examples of how teachers at various grade levels have collaborated with the teacher-librarian to document student projects and make their learning visible. This includes creating books, displays, videos and other artifacts to tell the story of the learning process. The document emphasizes that the purpose and audience should determine the methods used for documentation. A variety of tools are listed, from traditional methods like photos and notes to digital tools like VoiceThread and mobile apps. Overall, the document promotes documentation as a way to engage students and others in reflection on the learning experience.
DIDACTIC UNIT: SECONDARY LEVEL.
TOPIC: "MEMORIES".
DURING THE DEVELOPMENT OF THE ACTIVITIES DESIGNED FOR WEEK Nº 4, WE WORKED WITH MEMORIES CONNECTED TO OUR CHILDHOOD.
This document outlines resources for a 5th grade technology integration lesson on stars. It provides multimedia sources like images, blogs, podcasts, videos and interactive websites that bring stars to life for students. These include NASA and Khan Academy videos, images from Google and the Hubble site, and interactive activities from Inspiration, Science NetLinks and ThinkQuest that teach about star life cycles and constellations using technology.
Nicholas took a learning preferences survey and discovered he is a visual, verbal, sensing, active learner. Knowing his strengths in visual and active learning has helped him choose effective study methods. He explored multimedia technologies and found screen casts most useful as they provide both visual and audio content. Podcasts were less effective for his learning preferences. Nicholas will continue using visual and active learning strategies, and screen casts which have improved his learning as they match his preferences.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
Digital Sketchnotes for Visualizing LearningKaren Bosch
This presentation will introduce how learners of all ages can use the technique of creating sketchnotes on a iPad as a way of visualizing their learning. A free iTunesU course will be shared that will guide learners through basic sketchnote equipment, elements, and techniques and will provide lessons for learning.
Vrijwilligersbeleid in de sportvereniging, deel 1. In de loop van het jaar volgen er nog 5 sessies waarbij de subthema's aanbod komen zoals: werven, selectie, onthaal, coachen en begeleiden, evalueren, exit, ...
PurEco is developing a new beverage brand and is looking for a slogan to convey that it is purely refreshing. Kate Atkinson and Erin Smolenski, who have student IDs n8581789 and n8593876 respectively, are working on a storyboard for PurEco's branding and messaging.
Android is an open source software stack that includes an operating system developed by Google and the Open Handset Alliance. It uses the Java programming language and has the largest market share of any mobile operating system. Android provides security through sandboxes, permissions, and signatures to isolate apps and detect unauthorized changes. Some common mobile threats include malware apps, drive-by exploits, and vulnerabilities in the web browser. Users can help protect themselves by only installing apps from trusted sources, checking app permissions, avoiding sensitive info on public WiFi, and using antivirus software and passwords.
The document provides an agenda for a program taking place from 11:30-16:15. It includes sessions on digital learning solutions and the learning process, SMART TV digital learning solutions, an interactive whiteboard in the cloud, and gamification and digital learning. It also includes contact information and a presentation about instructional design from Joke D'Haese of iLearn, covering analyzing needs and goals, the ARCS model of design, developing and piloting solutions, and implementation.
Tips & Tricks to utilizing an iPad in your Early Childhood Education Classroom. Technology is becoming must-use tool for teachers & parents of children with autism and other developmental delays.
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document provides instructions for creating a digital collage or montage from photos taken at a school swimming event. It outlines the following:
- Use at least 12 photos from the school swimming event photos stored in iPhoto.
- Design the montage using a panel layout to display the photos.
- Include relevant text to describe the photos and event.
- Follow good design principles like those outlined in the attached Design Principles document.
- The montage should showcase the school in a positive way and not include any embarrassing photos.
The document outlines the timeline and process for Indian Hill EVSD in Cincinnati, Ohio to transition to a Bring Your Own Device (BYOD) model. It began in 2009 by establishing a technology committee to investigate viability. After conducting surveys and site visits, a pilot program launched in 2011-2012 with a focus on professional development for teachers. While initial challenges included managing different devices and online distractions, benefits included increased student organization, engagement, and feedback. Lessons learned centered on increased planning and communication to support the transition.
This is a presentation from Technology and Learning Magazine TechForum2012 on STEM--> STEAM--> STREAM
integrating the Arts and Reading into STEM education
The document discusses tools and strategies for documenting student learning and thinking. It provides examples of how teachers at various grade levels have collaborated with the teacher-librarian to document student projects and make their learning visible. This includes creating books, displays, videos and other artifacts to tell the story of the learning process. The document emphasizes that the purpose and audience should determine the methods used for documentation. A variety of tools are listed, from traditional methods like photos and notes to digital tools like VoiceThread and mobile apps. Overall, the document promotes documentation as a way to engage students and others in reflection on the learning experience.
DIDACTIC UNIT: SECONDARY LEVEL.
TOPIC: "MEMORIES".
DURING THE DEVELOPMENT OF THE ACTIVITIES DESIGNED FOR WEEK Nº 4, WE WORKED WITH MEMORIES CONNECTED TO OUR CHILDHOOD.
This document outlines resources for a 5th grade technology integration lesson on stars. It provides multimedia sources like images, blogs, podcasts, videos and interactive websites that bring stars to life for students. These include NASA and Khan Academy videos, images from Google and the Hubble site, and interactive activities from Inspiration, Science NetLinks and ThinkQuest that teach about star life cycles and constellations using technology.
Nicholas took a learning preferences survey and discovered he is a visual, verbal, sensing, active learner. Knowing his strengths in visual and active learning has helped him choose effective study methods. He explored multimedia technologies and found screen casts most useful as they provide both visual and audio content. Podcasts were less effective for his learning preferences. Nicholas will continue using visual and active learning strategies, and screen casts which have improved his learning as they match his preferences.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
Digital Sketchnotes for Visualizing LearningKaren Bosch
This presentation will introduce how learners of all ages can use the technique of creating sketchnotes on a iPad as a way of visualizing their learning. A free iTunesU course will be shared that will guide learners through basic sketchnote equipment, elements, and techniques and will provide lessons for learning.
Vrijwilligersbeleid in de sportvereniging, deel 1. In de loop van het jaar volgen er nog 5 sessies waarbij de subthema's aanbod komen zoals: werven, selectie, onthaal, coachen en begeleiden, evalueren, exit, ...
PurEco is developing a new beverage brand and is looking for a slogan to convey that it is purely refreshing. Kate Atkinson and Erin Smolenski, who have student IDs n8581789 and n8593876 respectively, are working on a storyboard for PurEco's branding and messaging.
Android is an open source software stack that includes an operating system developed by Google and the Open Handset Alliance. It uses the Java programming language and has the largest market share of any mobile operating system. Android provides security through sandboxes, permissions, and signatures to isolate apps and detect unauthorized changes. Some common mobile threats include malware apps, drive-by exploits, and vulnerabilities in the web browser. Users can help protect themselves by only installing apps from trusted sources, checking app permissions, avoiding sensitive info on public WiFi, and using antivirus software and passwords.
The document provides an agenda for a program taking place from 11:30-16:15. It includes sessions on digital learning solutions and the learning process, SMART TV digital learning solutions, an interactive whiteboard in the cloud, and gamification and digital learning. It also includes contact information and a presentation about instructional design from Joke D'Haese of iLearn, covering analyzing needs and goals, the ARCS model of design, developing and piloting solutions, and implementation.
Dokumen tersebut berisi curahan hati dan pemikiran seseorang tentang cinta, kehidupan, dan Allah. Beberapa kalimat kunci adalah tentang menghadapi cobaan dengan ikhlas, menghilangkan rasa suka pada seseorang, serta memohon petunjuk dan perlindungan kepada Allah.
The document discusses strategies for using instructional videos in the classroom, including having students make predictions, engage in role plays, and discuss scenes. It also outlines some of the resources available for finding instructional videos online or creating your own, and recommends starting a classroom video blog to share videos with students. Studies cited found that viewing instructional videos improved students' understanding of concepts and problem-solving abilities.
During Eyebeam Art + Technology Digital Day Camp 2011, twenty NYC teens spent three weeks working under the
guidance of a team of creative mentors to produce a series of deep, media-rich stories
about our NYC neighborhoods. Their stories became part of a web-based, interactive
map that included photographs, drawings, videos, music, games, words, infographics,
etc — limited only by imagination.
Documentary Filmmaking in the Classroom - Part Idanielsadicario
This document provides guidance for using documentary filmmaking in the classroom. It discusses using video rather than essays because video can more engagingly communicate ideas. Documentaries are suggested over visual essays by balancing ideas with action and having students document their learning journey. Students should ask what they are doing that shows learning. Effective documentation methods include photos, videos, interviews, and audio recordings. Structure is important, so videos should have a clear controlling idea and story arc. Documentaries made this way can transform learning by providing an authentic engagement experience for students.
The document discusses various apps that can be used for educational purposes in the classroom with iPads. It provides descriptions and examples for apps such as iMovie, Explain Everything, ShowMe, Kahoot!, Dropbox, Book Creator, Evernote, and Discovery Education. These apps allow students to create videos, digital stories, presentations, ebooks, take notes, and access educational media resources. The document aims to showcase the potential for using iPad apps to engage students and incorporate multimedia in teaching and learning.
This document discusses several projects using digital tools like iBooks, iMovie, and blogging to enhance student learning. It describes how students used digital cameras, researched online, and created multimedia presentations on environmental topics and literary devices. Students produced iMovies on class field trips and narratives by taking on roles like actors, photographers and editors. Integrating these tools across subjects helped motivate students and provide authentic ways to demonstrate their understanding.
This document provides suggestions for online tools that school librarians can use to stay current, including ImageChef for creating images, FoldPlay for making hands-on study aids, Jing for capturing screenshots and videos, and Vocaroo for recording audio. Specific examples are given for how each tool could be used, such as creating word clouds in ImageChef, making origami with FoldPlay, recording tutorial videos with Jing, and allowing students to record themselves reading for feedback using Vocaroo. The document encourages librarians to blend technology and creativity with these tools to enhance students' skills.
This document provides an overview of using the photo organizing software iPhoto in the classroom. It includes an agenda for a professional development session on organizing photos into albums, creating slideshows with music or narration, and sharing creations online. Several ideas are listed for classroom projects using iPhoto like illustrating concepts, documenting events, and displaying student work. Directions are given for creating a slideshow, adding audio, and exporting the file. Resources for royalty-free images and music are also included.
This document discusses using project-based assessments with mobile devices to engage students. It notes that most middle and high school students now have smartphones, laptops, or tablets. It proposes that students create short multimedia presentations using their mobile devices to demonstrate their knowledge. Examples of project types include infographics, photo essays, photo stories, one-minute videos, and three-minute podcasts. Directions are provided for creating each project type. The document argues that project-based assessments empower students, make the material more relevant, and are more enjoyable for both students and instructors.
This document provides guidance on creating an e-portfolio by explaining what an e-portfolio is, why it is useful, especially for students, and how to get one online. It notes that an e-portfolio is a collection of one's work that can be used for career or educational purposes. It recommends including samples of one's best work tailored to the purpose of demonstrating abilities or experience. The document also explains that an e-portfolio is valuable because it is accessible online, shows technological skills, and materials won't get lost. It provides examples of what to include such as videos, photos, documents, and websites.
Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
This document provides details for a stop motion animation project for 9th grade students. The project will take approximately 8 class periods and involve students working in small groups to brainstorm, design, create, film, and edit short stop motion animations using various computer software and digital cameras. The project aims to teach communication technology skills while addressing multiple state standards. Adaptations are provided for students with special needs.
This document discusses various types of audio-visual aids used in education, including projected aids like opaque projectors, slides, and film strips. It provides definitions of audio-visual aids, describes how they are made and used, and outlines their advantages such as making learning more concrete and engaging students' senses of sight and hearing. Projected aids in particular bring distant objects into the classroom, stimulate learning, and can be seen by large audiences. Precautions for proper use and storage are also covered.
This document provides guidance for teachers on implementing digital storytelling projects in the classroom. It outlines the key steps: 1) introducing the project to students and the digital storytelling process; 2) examining the six essential elements of an effective digital story; 3) assigning topics or subtopics for student groups to research; 4) having students gather relevant research; 5) writing scripts; 6) creating storyboards; and 7) recording narrations and gathering images to build their digital stories. The document emphasizes the importance of planning, peer review, and ensuring students understand the elements of an effective digital story before they begin production.
This document summarizes several apps that are useful for K-5 classrooms: BrainPop and BrainPop Jr. provide animated educational content to support individual and group learning; ClassDojo helps teachers track student behavior; Reflector allows teachers to project their iPad onto a computer; Nearpod engages students with interactive presentations; Fotopedia features photos from around the world; Mad Libs and iMovie are fun ways for students to be creative; and other apps like Sushi Monster, Wet Dry Try, Educreations help students practice skills like math facts and handwriting.
This document lists 45 ways to use pocket video cameras in the classroom, along with tips. Some ideas include having students film how-to videos, science experiments, interviews, sports activities, and explanations of lessons. Videos can be used for assessment, sharing with parents, recording field trips, modeling social skills, and keeping sick students engaged. Tips include challenging poor filmmaking to identify best practices, and attaching cameras to robots or students' clothing to gain unique perspectives. The goal is to motivate students and help them learn in a variety of ways using video.
This document provides an introduction to e-portfolios and discusses why students should create one, what to include, and how to get an e-portfolio online. It explains that an e-portfolio is a digital collection of one's work that can be used for career or educational purposes. It notes that e-portfolios help students link their skills to employer needs, remember their accomplishments, and decide on future goals. The document recommends including samples of one's best work tailored to the purpose of the portfolio. It also describes how e-portfolios can be easily accessed online and showcase technology skills to impress viewers.
Ut teaching symposium project based learning and technology 2012David Harms
Project-based learning engages students through hands-on exploration of real-world problems. It asks an open-ended question and allows students to investigate potential solutions. Students research the topic using various materials and technologies. Examples of projects include creating claymation movies, traditional movies, podcasts, wikis, and online discussions. Technologies like Edmodo, Quizzes, Wikis, and Glogster can support project-based learning. While technology enables many possibilities, inconsistent access and buy-in can complicate implementation.
The document discusses using PhotoStory 3 to create digital stories. It outlines the 5 D's of the session: discuss purpose, demonstrate student examples, explain digital storytelling, dive into using PhotoStory with audience participation, and discuss what comes after completion. Key information provided includes how students can take photos and videos, write scripts, record narration, add music and transitions, and publish their finished stories online or via DVD. Examples of possible story topics are given and the pedagogical benefits of digital storytelling are highlighted.
The document discusses the use of iPads at a school. It describes how iPads were trialled in primary and secondary departments, with training provided to teachers. Various apps are mentioned that engage students in subjects like geography, biology and English. Photos, videos and presentations can be created and shared between students and teachers through apps and Dropbox. The iPads provide an interactive tool to enhance learning across the curriculum.
Similar to J dennis digital video cameras in today’s pre k 12 classrooms (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Today I will be using Today’s Meet
and Poll Everywhere. Please use T.
Meet to post any questions that
come to mind or anything you
would like to discuss after my
presentation. We will use Poll
Everywhere to answer posted
questions in the power point using
text messaging.
www.todaysmeet.com/
www.polleverywhere.com
5. Presenter
Jennifer Dennis
• BS: interdisciplinary studies from Tx State in 2006
• Taught PreK for 2 years
• Tutored and Mentored 3rd graders for 1 year
• Teaching 4th grade Sci/Soc. Stu. currently
• 1 year away from my M.Ed. in Ed. Tech.
• Split custodian of 1 teenage girl.
7. Research
Education World (2005, p. 1), "teachers across the country
and around the world are discovering the many valuable uses
for digital cameras; uses that both engage students and make
their own professional lives easier.“
Lindroth (2004, p. 22) "students embrace the creativity and
assessment opportunities that digital photos offer"
8. Research
G. Bull and L. Bell (2009), “Digital
video offers new opportunities
for teaching science, social
studies, mathematics, and English
language arts. The professional
education associations for each
content area are devoting extensive
thought to ways digital video might
be used to strengthen student
learning.”
9. What You Can Do
In Your Classroom With
Digital Video Cameras
10. What You Can Do…
Create a photo book on:
Letters and Numbers (search, find, and snap photos)
Example: 1 S
Word Wall Search (use the word wall word and find a
photo)
Example: ball
Use letter pictures to spell out Word Wall words
Example: the
Document children’s growth throughout the year
11. What You Can Do…
• Record students working on science so when
it gets to the journaling part they can review
all the steps they went through. Video
• Students create a skit about a historical event
then they can video tape and edit their work.
Great for social studies!
• Have the students snap a picture or a video of
something they think is interesting then use it
as a writing prompt.
12. What You Can Do…
• Send the camera home and take pictures of
family members and record family stories told by
elders. This could then be made into an
interactive family tree.
• Take pictures of the school to create a interactive
presentation introducing the school to freshmen
or new students.
• Take pictures and convert them into data for
graphs and charts.
– Example: What percentage of pizza is left?
13. What You Can Do…
Math Science ELA Social Studies Electives
•Shapes •Weather Watch •Writing Prompt •Take photos of •Take photos of all
•Addition and •Video •Write a story your community different
Subtraction Experiments and take then create a instruments and
then classify them
•Multiplication •Video animals, pictures for the book.
as woodwinds, etc.
and Division plants, or an illustrations •Take photos •Take pics of your
•Fraction and object over time •Create a story and videos of progression
Percentages to observe and then act it family members through gym class.
Photos (pizza or changes out on video to create an •Create an art e-
glass of water) •Take macro •Take photos of interactive portfolio or blog
•Graphs (close up) a thing timeline. •Video tape your
•Word Problems photos of an happening in •Video skits group playing your
instruments then
•Picture book of object and have order (playing about historical
video other groups
how to work out to find out what football: toss the events. playing – add them
a problem it is. ball, ball in air, •Dress up as together to create
•Math Portfolios catch the ball, different times a band collage.
get tackled) and in history and
have to put it in make a timeline.
order.
14. What You Can Do…
• End of the year Scrapbook
• “Present” and “Not Here” Face Picture Cards
• Student of the Week Poster Wall
• Hard to Learn Words with Pictures
• Emotions and Kindness Pictures
– Examples:
frustrated
Sharing
15. What You Can Do…
PROFESSIONAL DEVELOPMENT:
I love using my camera to record myself
teaching and then I watch the video and
assess myself or ask someone to watch the
video with me to help assess.
16. What You Can Do…
Video Book Example:
I used pictures to create this story for my PreK
kids for nap time. It’s just a silly video book
but it is something that the kids could do for
their lesson and believe me they LOVE it.
Video: Smart Toes by Jennifer Dennis-Olesky
17. What You Can Do…
Lesson/Unit Presentation
This is an example of a science lesson being
covered on energy with an insight on cancer
(since we were learning about cancer due to it
was my cancer free day). You could have
students create a video like this using photos
they have taken and describe what they
mean. This is a good assessment tool.
Cancer and Energy
19. Equipment Needed
~ Digital Video Cameras ~
SAMSUNG PL200; FRYS.com #6379881: $99.00
SANYO VPC-CG20; FRYS.com #6223560: $164.00
**There are cheaper models, I just selected 2 that I thought
would be good for long term use.
20. Equipment Needed
~ Accessories ~
Camera Bag: This will help keep the camera in
the best shape possible for as long as
possible. These can range from $6.00 to
$50.00.
Tripod: I love these flexible, moveable tripods
because you can move them to whatever
form you need them. BEWARE: Make sure
the camera is level before filming. $18.00
21. Equipment Needed
~ Software ~
Microsoft Movie Maker: Comes FREE with Windows 7+ and
XP: Creates presentations using photos and videos.
Microsoft Power Point: Comes FREE with Windows: Creates
presentations using photos and videos.
Adobe Premier Elements: $120.00 + several man hours trying
to figure out how to work the program.
Prezi: (prezi.com) FREE: creates presentations using photos
22. How To Use The Photos/Videos
1. Figure out what project you are going to have
the students complete. (I like to provide options
such as they could make a prezi or a power
point.)
2. Plan ahead and have back up plans.
3. Make sure all the equipment is ready and
powered up the NIGHT BEFORE.
4. Tell the students the rules and run over how to
work the equipment one more time.
5. Allow the students to work with their group
while you monitor.
23. How To Use The Photos/Videos
6. Once done filming students should be able to
review their work.
7. Provide assistance to groups that ask for it during
their computer time
a. attach camera to the computer
b. download pictures or videos they took
c. upload videos or pictures to the
program of their choice
d. get them started fixing and tweaking
their work into a presentation
8. Present!
25. Technology In Schools
• Technology is apart of today and the future
• Our children are going to have to know today’s
technology and be prepared for tomorrow’s
• Digital Video Cameras are only of the cheapest and
easiest ways to get technology integrated in schools.
• Most students carry a cell phone (even young students)
and most cell phones have cameras AND video recorders.
• Some sort of camera and video camera will always be
around in some sort of fashion. It will not die out like the
old digi-pets.
26.
27. IMPORTANT!!!!!
Before filming or even snapping pictures
make sure your parents have signed release
forms. If this step is skipped it WILL lead to a
major headache.
28. IMPORTANT!!!!!
~ EXAMPLE OF A STUDENT MEDIA RELEASE FORM ~
Xxxxxxxx Elementary School is frequently asked to participate in media events. Many times
we are given short notice of media visits to the school. As a result, we are requesting
permission in advance for your child to appear in any screened media events that may
occur this school year including, but not limited to, television, radio, and newspapers. All
media events are approved by the XISD Press Office and our school principal. You may
withdraw your permission for your child to participate in media coverage at any time by
notifying us in writing.
____I grant permission to the Xxxx Independent School District and Xxxxxxxx Elementary School
to use the media (television, radio, and/or newspaper) on which my child appears.
____I do not grant permission for my child to participate in any media event.
___________________________________________
Printed child’s name
___________________________________________
Printed name of parent/guardian
___________________________________________
Signature of parent/guardian