Just another tool?
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Concept shared to support my breakout at Learning at School: 2005 See my wiki for more: http://eisforlearning.wikispaces.com/Just+another+tool%3F
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Recommended
Fiona Grant
Presentation for Inner South Principals' Network
2008 New Zealand Conference
16th October 2008
Auckland
iLearn: Science Department
SciDept PLC aims to develop e-learning resources using iLearn to support school goals like junior science teaching, taking teaching outside the classroom, and enhancing student achievement through technology. The plan was to introduce iLearn to the science department, demonstrate example work, and facilitate teacher input and training to develop formative assessments on the platform. Initial issues like login problems had to be resolved. The department now has introductory content on iLearn including weblinks, quizzes and assignments. Next steps are to add more advanced features and individual teacher content with a focus on key competencies and assessments.
Sustaining the momentum
Prepared to support Learning@School conference breakout (2009). For further information visit the CNS wiki.
http://centralnorthshore.wikispaces.com/LearningatSchool09
I Made A Car
The students created various vehicles like cars, motorbikes and described their key features and abilities. Many noted their vehicles had 4 wheels and could roll or move when pushed, and some took photos. The core idea was designing and building objects that can be moved in some way.
Mlp for juniors 2015
The document discusses using multi-level programming (MLP) in junior classrooms. It presents a scenario where students are stranded on a desert island and must choose 5 items from their classroom to take. Students are then instructed to introduce themselves to 3 people they haven't met. The document provides an overview of organizing teaching through getting plans in line, seeing teaching as a team sport, planning, tracking, and assessing student learning. Teachers can then choose between independent learning, passion projects, or showing and sharing learning with students. Resources on flexible classrooms, innovative learning environments, and collaborative teaching are also shared. Contact information is provided for further assistance.
e Is For Learning
The document discusses how eLearning can support and reflect the vision, values, and principles of the New Zealand Curriculum (NZC). It explores how eLearning can strengthen links within and across the curriculum to engage and challenge learners while recognizing inclusiveness. The key challenge discussed is how eLearning strategies can be purposefully designed and integrated to reflect the principles of effective pedagogy and help students develop the confidence, connectedness, and lifelong learning emphasized in the NZC.
eLearning and Inquiry in a Junior Class
This document summarizes a junior classroom's inquiry learning project on kiwis. The class began by sharing what they knew and questions they had about kiwis. They researched to find answers, learning kiwi eggs are 6 times bigger than chicken eggs and kiwis live on the forest floor. They were sad to learn kiwis are endangered and wanted to know why. The class learned people are helping kiwis through conservation efforts like tracking them and protecting eggs. To help, the class raised over $350 for kiwi conservation through art sales. They look forward to continuing their digital learning diary on kiwis.
Ict in education
ICT tools can be implemented in the teaching and learning process to serve as media and methodology for education. ICT allows for learning through multiple intelligences by introducing simulation games. Some advantages of ICT tools include using images to improve student memory retention, explaining complex ideas clearly to ensure comprehension, and creating interactive classes to make lessons more engaging. However, setting up devices can be troublesome initially, ICT tools are expensive, and teachers may lack experience using the technology.
Recommended
Fiona Grant
Presentation for Inner South Principals' Network
2008 New Zealand Conference
16th October 2008
Auckland
iLearn: Science Department
SciDept PLC aims to develop e-learning resources using iLearn to support school goals like junior science teaching, taking teaching outside the classroom, and enhancing student achievement through technology. The plan was to introduce iLearn to the science department, demonstrate example work, and facilitate teacher input and training to develop formative assessments on the platform. Initial issues like login problems had to be resolved. The department now has introductory content on iLearn including weblinks, quizzes and assignments. Next steps are to add more advanced features and individual teacher content with a focus on key competencies and assessments.
Sustaining the momentum
Prepared to support Learning@School conference breakout (2009). For further information visit the CNS wiki.
http://centralnorthshore.wikispaces.com/LearningatSchool09
I Made A Car
The students created various vehicles like cars, motorbikes and described their key features and abilities. Many noted their vehicles had 4 wheels and could roll or move when pushed, and some took photos. The core idea was designing and building objects that can be moved in some way.
Mlp for juniors 2015
The document discusses using multi-level programming (MLP) in junior classrooms. It presents a scenario where students are stranded on a desert island and must choose 5 items from their classroom to take. Students are then instructed to introduce themselves to 3 people they haven't met. The document provides an overview of organizing teaching through getting plans in line, seeing teaching as a team sport, planning, tracking, and assessing student learning. Teachers can then choose between independent learning, passion projects, or showing and sharing learning with students. Resources on flexible classrooms, innovative learning environments, and collaborative teaching are also shared. Contact information is provided for further assistance.
e Is For Learning
The document discusses how eLearning can support and reflect the vision, values, and principles of the New Zealand Curriculum (NZC). It explores how eLearning can strengthen links within and across the curriculum to engage and challenge learners while recognizing inclusiveness. The key challenge discussed is how eLearning strategies can be purposefully designed and integrated to reflect the principles of effective pedagogy and help students develop the confidence, connectedness, and lifelong learning emphasized in the NZC.
eLearning and Inquiry in a Junior Class
This document summarizes a junior classroom's inquiry learning project on kiwis. The class began by sharing what they knew and questions they had about kiwis. They researched to find answers, learning kiwi eggs are 6 times bigger than chicken eggs and kiwis live on the forest floor. They were sad to learn kiwis are endangered and wanted to know why. The class learned people are helping kiwis through conservation efforts like tracking them and protecting eggs. To help, the class raised over $350 for kiwi conservation through art sales. They look forward to continuing their digital learning diary on kiwis.
Ict in education
ICT tools can be implemented in the teaching and learning process to serve as media and methodology for education. ICT allows for learning through multiple intelligences by introducing simulation games. Some advantages of ICT tools include using images to improve student memory retention, explaining complex ideas clearly to ensure comprehension, and creating interactive classes to make lessons more engaging. However, setting up devices can be troublesome initially, ICT tools are expensive, and teachers may lack experience using the technology.
IWBs in the Secondary: Where is the Interaction?
A look at the use of IWBs in the secondary. Are they inherently interactive as the name suggests? What are they good for?
Supporting Them to do IT
This document summarizes a study on beginning teachers' beliefs and experiences with educational technology. It finds that early-career teachers view technology as an inevitable part of the future but have not fully developed views on its role in education. They perceive technology primarily as preparing students for a digital workforce rather than understanding broader educational rationales. The study concludes that support for beginning teachers is important to help them develop more sophisticated perspectives on educational technology.
Starting points to integrate information and communication technology
This document summarizes research on how teacher students construct their generation as "digital natives" in relation to integrating information and communication technology (ICT) into teaching. The research analyzed teacher students' learning diaries using rhetorical strategies to understand their views. It found that students used quantification, turning points, separating ICT use from interests, making distinctions, and making commitments to describe themselves as digital natives. However, their construction of being digital natives varied, showing ICT integration in schools involves active participation and cultural contexts rather than just tools.
The Only Way Technology is Making a REAL Difference in Education
This document discusses the impact of technology on education over time. It notes that in 1913, Thomas Edison predicted that within 10 years, motion pictures would be used to teach all subjects in schools and fundamentally change the school system. The document then lists some traditional roles of technology in education as delivering information, providing practice, and promoting interaction with course material. It concludes by suggesting areas where technology may positively influence education, such as open educational resources, tools to support differentiation, and gamification.
Pc3 Tech Day 2009
This document provides an agenda for a technology training day focusing on online tools and resources. It discusses the evolution of the web from Web 1.0 to Web 2.0 and provides examples of each. It notes that while students are technology-infused outside of school, traditional classrooms lag behind. The training explores how students now have resources at their fingertips through technologies not yet invented, and discusses asking students to research rather than recall information. Examples are given of student and professional wikis that could be used for collaboration.
B mariam attia_euro_call_presentation_260510[1]
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers - Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations of how these beliefs manifested in their classroom practices. The document concludes by previewing how these findings contribute to understanding the relationship between teacher cognition and technology integration.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers: Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations from the classroom. The document concludes by previewing how the findings will add to understanding of teacher cognition and technology use.
Debunking the buzzwords 1
This document discusses and defines several educational technology buzzwords and frameworks, including ISTE standards, TPACK, SAMR, and the 4 C's. ISTE standards were created by educators to guide effective technology use in schools. TPACK describes the overlap of technological, pedagogical, and content knowledge. SAMR focuses on how technology enhances tasks from substitution to redefinition. The 4 C's emphasize 21st century skills of critical thinking, communication, collaboration, and creativity. Tools are suggested for applying each framework in the classroom.
Tablet Versus Textbook
This document discusses the debate around replacing textbooks with tablets in classrooms. It notes that students today, known as Generation Z, have never known a world without digital technologies. Several studies show that students engaged with and retained information from lessons better when using tablets compared to traditional textbooks. However, some scholars worry that over-reliance on technologies like Google could weaken human intelligence. Overall, the document argues that tablets should be integrated into education to prepare students for an increasingly digital world, though challenges around access and infrastructure remain.
Will Is The Man Rats
Mrs Polly Piper's house was overrun by rats that invaded every room and scared her friends. She hired Rapscallion Claw to remove the rats, and he led them from the house by playing a song all the way to an old cottage, where the hungry rats began eating it. With the rats gone, Mrs Piper was treated like a queen by her friends.
Developing an LMS
Developing a school learning management system (LMS) from scratch requires considering why it is needed, what can be afforded, what features it will have, and how to introduce it to staff, students, and parents. An online learning environment (OLE) provides anytime access to learning resources, enables personalized learning, supports closer home-school links, and supports the New Zealand curriculum by facilitating effective teaching approaches that make connections and allow shared learning through online communities that extend beyond the classroom.
Showing The World
This document outlines a science unit plan for students to research endangered species and important conservation places like Tawharanui Regional Park. The students will create an online website to share what they have learned with a wider audience. They will conduct research using books, brochures, online sites and a visit to Tawharanui Park. The website will include picture books, videos and information about the project and endangered species. The students provided feedback saying the site had good information and pictures and they enjoyed creating it.
Photography for Learning
The document discusses using photography to document the art process and inspire learning. Students take self-portraits and photos of their artwork to examine form, space, and their creative decisions. The photos are shared through blogs to motivate writing reflections where students describe their artwork and creative process. Students also photograph each other during the art process and discuss the photos to clarify their understanding.
Maths Symposium 2008
Te PÄtaka Matihiko Our Digital Storehouse is a New Zealand gateway that provides access to learning objects designed to engage and motivate students while supporting teachers. The learning objects are part of a growing collection produced by The Le@rning Federation, a collaboration between the Australian and New Zealand governments. The resources can be used flexibly for various teaching purposes and research shows digital content effectively engages students.
Promoting Teacher Learning
This document outlines the administrative structure and vision of the Central North Shore ICT PD Cluster, which is comprised of 5 schools. The cluster aims to promote teacher learning through professional development programs focusing on improving teaching quality and learning outcomes. Specific goals include developing teacher and student confidence and skills in using ICT, truly integrating ICT across the curriculum, and developing an online professional learning community. The cluster is facilitated by Fiona Grant and supported by lead teachers from each school. Regular contact and meetings are built into the action plan to strengthen the professional learning community.
Visual Arts
The document discusses how a visual art teacher wants to use ICT like digital photos and a data projector to motivate students and demonstrate art techniques. The teacher took students to the library's projector instead of setting it up in the art room. Going forward, the teacher hopes to digitally photograph a clay bust at different stages and create a time-lapse video of students working with clay techniques.
ElectroCity
The teacher introduced an online environmental simulation game called Electrocity to their class to supplement their integrated studies topic on waste and recycling. The students were tasked with playing the game multiple times and writing a report on what they learned. Most students were highly engaged with the game and commented that it taught them about running a city and the environment in an enjoyable way. A few students did not find it educational. The teacher concluded that educational games can be effective at motivating students to learn, especially when there is an element of competition, if implemented properly.
Forensics
1. The document discusses using online resources and learning objects to teach students about genetics and how genetic concepts can be used to solve crimes.
2. The teacher had students work in pairs to explore online activities about genes, chromosomes, and DNA to understand how human features are unique.
3. Subsequent lessons involved students analyzing mock crime scenes using checklists, debating suspects, and learning from a visiting police officer as assessments of their understanding.
Web 2.0
The document discusses the shift from Web 1.0 to Web 2.0 and the implications for education. Web 2.0 enables greater collaboration, user-generated content, and participation online. This contrasts with the traditional school model where learning is controlled and happens in the classroom. The rise of Web 2.0 challenges the relevance of this model and how schools can add value through facilitating collaborative learning and empowering students to make their own connections.
E Portfolios
The document discusses using e-portfolios to report student progress to parents. It lists several topics that were considered in a school's review of existing portfolios and development of new e-portfolios, including using more technology, getting input from teachers and parents, file management, rubrics, and conducting a survey of teachers. It also includes sample feedback from parents on e-portfolios, with some parents finding it an effective way to understand their child's skills and progress, while others felt it lacked opportunities for discussion or personalized comments.
Classroom Action Research
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
More Related Content
Similar to Just another tool?
IWBs in the Secondary: Where is the Interaction?
A look at the use of IWBs in the secondary. Are they inherently interactive as the name suggests? What are they good for?
Supporting Them to do IT
This document summarizes a study on beginning teachers' beliefs and experiences with educational technology. It finds that early-career teachers view technology as an inevitable part of the future but have not fully developed views on its role in education. They perceive technology primarily as preparing students for a digital workforce rather than understanding broader educational rationales. The study concludes that support for beginning teachers is important to help them develop more sophisticated perspectives on educational technology.
Starting points to integrate information and communication technology
This document summarizes research on how teacher students construct their generation as "digital natives" in relation to integrating information and communication technology (ICT) into teaching. The research analyzed teacher students' learning diaries using rhetorical strategies to understand their views. It found that students used quantification, turning points, separating ICT use from interests, making distinctions, and making commitments to describe themselves as digital natives. However, their construction of being digital natives varied, showing ICT integration in schools involves active participation and cultural contexts rather than just tools.
The Only Way Technology is Making a REAL Difference in Education
This document discusses the impact of technology on education over time. It notes that in 1913, Thomas Edison predicted that within 10 years, motion pictures would be used to teach all subjects in schools and fundamentally change the school system. The document then lists some traditional roles of technology in education as delivering information, providing practice, and promoting interaction with course material. It concludes by suggesting areas where technology may positively influence education, such as open educational resources, tools to support differentiation, and gamification.
Pc3 Tech Day 2009
This document provides an agenda for a technology training day focusing on online tools and resources. It discusses the evolution of the web from Web 1.0 to Web 2.0 and provides examples of each. It notes that while students are technology-infused outside of school, traditional classrooms lag behind. The training explores how students now have resources at their fingertips through technologies not yet invented, and discusses asking students to research rather than recall information. Examples are given of student and professional wikis that could be used for collaboration.
B mariam attia_euro_call_presentation_260510[1]
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers - Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations of how these beliefs manifested in their classroom practices. The document concludes by previewing how these findings contribute to understanding the relationship between teacher cognition and technology integration.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers: Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations from the classroom. The document concludes by previewing how the findings will add to understanding of teacher cognition and technology use.
Debunking the buzzwords 1
This document discusses and defines several educational technology buzzwords and frameworks, including ISTE standards, TPACK, SAMR, and the 4 C's. ISTE standards were created by educators to guide effective technology use in schools. TPACK describes the overlap of technological, pedagogical, and content knowledge. SAMR focuses on how technology enhances tasks from substitution to redefinition. The 4 C's emphasize 21st century skills of critical thinking, communication, collaboration, and creativity. Tools are suggested for applying each framework in the classroom.
Tablet Versus Textbook
This document discusses the debate around replacing textbooks with tablets in classrooms. It notes that students today, known as Generation Z, have never known a world without digital technologies. Several studies show that students engaged with and retained information from lessons better when using tablets compared to traditional textbooks. However, some scholars worry that over-reliance on technologies like Google could weaken human intelligence. Overall, the document argues that tablets should be integrated into education to prepare students for an increasingly digital world, though challenges around access and infrastructure remain.
Similar to Just another tool? (9)
Starting points to integrate information and communication technology
Starting points to integrate information and communication technology
The Only Way Technology is Making a REAL Difference in Education
The Only Way Technology is Making a REAL Difference in Education
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
More from Fiona
Will Is The Man Rats
Mrs Polly Piper's house was overrun by rats that invaded every room and scared her friends. She hired Rapscallion Claw to remove the rats, and he led them from the house by playing a song all the way to an old cottage, where the hungry rats began eating it. With the rats gone, Mrs Piper was treated like a queen by her friends.
Developing an LMS
Developing a school learning management system (LMS) from scratch requires considering why it is needed, what can be afforded, what features it will have, and how to introduce it to staff, students, and parents. An online learning environment (OLE) provides anytime access to learning resources, enables personalized learning, supports closer home-school links, and supports the New Zealand curriculum by facilitating effective teaching approaches that make connections and allow shared learning through online communities that extend beyond the classroom.
Showing The World
This document outlines a science unit plan for students to research endangered species and important conservation places like Tawharanui Regional Park. The students will create an online website to share what they have learned with a wider audience. They will conduct research using books, brochures, online sites and a visit to Tawharanui Park. The website will include picture books, videos and information about the project and endangered species. The students provided feedback saying the site had good information and pictures and they enjoyed creating it.
Photography for Learning
The document discusses using photography to document the art process and inspire learning. Students take self-portraits and photos of their artwork to examine form, space, and their creative decisions. The photos are shared through blogs to motivate writing reflections where students describe their artwork and creative process. Students also photograph each other during the art process and discuss the photos to clarify their understanding.
Maths Symposium 2008
Te PÄtaka Matihiko Our Digital Storehouse is a New Zealand gateway that provides access to learning objects designed to engage and motivate students while supporting teachers. The learning objects are part of a growing collection produced by The Le@rning Federation, a collaboration between the Australian and New Zealand governments. The resources can be used flexibly for various teaching purposes and research shows digital content effectively engages students.
Promoting Teacher Learning
This document outlines the administrative structure and vision of the Central North Shore ICT PD Cluster, which is comprised of 5 schools. The cluster aims to promote teacher learning through professional development programs focusing on improving teaching quality and learning outcomes. Specific goals include developing teacher and student confidence and skills in using ICT, truly integrating ICT across the curriculum, and developing an online professional learning community. The cluster is facilitated by Fiona Grant and supported by lead teachers from each school. Regular contact and meetings are built into the action plan to strengthen the professional learning community.
Visual Arts
The document discusses how a visual art teacher wants to use ICT like digital photos and a data projector to motivate students and demonstrate art techniques. The teacher took students to the library's projector instead of setting it up in the art room. Going forward, the teacher hopes to digitally photograph a clay bust at different stages and create a time-lapse video of students working with clay techniques.
ElectroCity
The teacher introduced an online environmental simulation game called Electrocity to their class to supplement their integrated studies topic on waste and recycling. The students were tasked with playing the game multiple times and writing a report on what they learned. Most students were highly engaged with the game and commented that it taught them about running a city and the environment in an enjoyable way. A few students did not find it educational. The teacher concluded that educational games can be effective at motivating students to learn, especially when there is an element of competition, if implemented properly.
Forensics
1. The document discusses using online resources and learning objects to teach students about genetics and how genetic concepts can be used to solve crimes.
2. The teacher had students work in pairs to explore online activities about genes, chromosomes, and DNA to understand how human features are unique.
3. Subsequent lessons involved students analyzing mock crime scenes using checklists, debating suspects, and learning from a visiting police officer as assessments of their understanding.
Web 2.0
The document discusses the shift from Web 1.0 to Web 2.0 and the implications for education. Web 2.0 enables greater collaboration, user-generated content, and participation online. This contrasts with the traditional school model where learning is controlled and happens in the classroom. The rise of Web 2.0 challenges the relevance of this model and how schools can add value through facilitating collaborative learning and empowering students to make their own connections.
E Portfolios
The document discusses using e-portfolios to report student progress to parents. It lists several topics that were considered in a school's review of existing portfolios and development of new e-portfolios, including using more technology, getting input from teachers and parents, file management, rubrics, and conducting a survey of teachers. It also includes sample feedback from parents on e-portfolios, with some parents finding it an effective way to understand their child's skills and progress, while others felt it lacked opportunities for discussion or personalized comments.
Classroom Action Research
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
Pathway And Product
Stephen Gordon & Jennie Stewart from Sunnybrae Normal School share their school's plan for integrating ICT PD to support teacher Professional Learning in their school.
Lexile
The Scholastic Lexile Programme is a 15-year-old reading incentive program designed to encourage reading, especially for boys, by matching readers to appropriate books based on their comprehension levels as determined by a 20-40 question online test. Students then select books within 50 levels of their scored level and earn points for successful quizzes to track their reading progress over time.
Kidspiration
This document discusses using the Kidspiration software to help teach reading, writing, and computer skills to elementary school students. Some key points:
- Kidspiration story webs were used in daily reading programs for students reading at an 8+ year level.
- Teachers observed students' typing skills improved though initially weak, as students found the computer work fun and motivating.
- Students reported both positives like enjoying computer work, and negatives like finding typing hard or preferring to write by hand.
- When used with a data projector, all students could be involved and focused on modeling the writing process. Support and sufficient time were needed for students to complete tasks.
Visual Portrait of a Story
The document summarizes the plot of the original Star Wars film: Luke Skywalker is dissatisfied with his life as a moisture farmer on Tatooine until he sees a hologram of Princess Leia pleading for help. He gets drawn into the Rebel Alliance's fight against the Galactic Empire and must battle Darth Vader while learning to use the Force. In the climax, Luke destroys the Death Star and emerges as a Jedi Knight.
Photograpy Juniors
This document discusses using photography in junior classrooms for various educational purposes. It describes how children took photos of autumn scenes that were then used to motivate writing poems using descriptive words. It also discusses using photos from field trips in slideshows and lessons, creating photo books to share experiences, and using photos for communication between classes. Photos are used to create a vision map to plan playground improvements, display student work and achievements, and reinforce social skills.
Maths Symposium
The document discusses learning objects, which are digital materials like graphics, text, audio and interactive tools designed to engage students in learning. It differentiates between resource assets, which are single digital items, and learning objects, which provide scaffolded learning tasks and feedback. Learning objects allow students to work with complex concepts in new ways through simulations, storyboards and games in order to motivate learning.
Photography
This document provides tips for taking better digital photographs. It recommends following the Rule of Thirds when composing shots by placing the subject near the intersection of imaginary lines dividing the frame into thirds horizontally and vertically. It also suggests paying attention to framing by avoiding distracting background elements, using flash to light faces in bright sunlight, focusing off-center to make images more dynamic, and getting close to the subject using macro mode without flash. The tips encourage experimenting with different angles, lines of sight, and finding patterns in nature and man-made objects.
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Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Just another tool?
- 1. “Just another tool ... ?”
- 2. “Just another tool ... for teachers?” Effective use of ICT must be accompanied by careful planning and sequencing; the role of the teacher therefore remains pivotal. BECTA , 2003
- 3. “Just another tool ... for students?” “...sometimes providing ideas, sometimes providing a resource for inquiry, and sometimes supporting creativity.” BECTA , 2003
- 4. Or maybe, when used effectively, an instrument?
- 5. “What happens when you give a bad guitar player a bigger amplifier?” DigitalStory Telling Issues Jason Ohler , 2005
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