- A survey was conducted of 20 teachers at Cedartown Middle School about their use of and attitudes toward the school's Media Center.
- Overall, teachers were positive about the Media Center staff and resources, finding what they need when visiting and students enjoying trips there.
- However, some teachers reported not having enough time to visit or fully understanding the catalog system. Collaboration between teachers and the Media Specialist was reported as occasional rather than consistent.
- The results reveal general satisfaction with the Media Center but also opportunities for improving teacher-specialist collaboration and teacher understanding of available resources.
This is a short essay I completed in another one of my Masters courses. It was used for a classroom debate we had on whether or not class size matters.
What is a ‘Montessori’? What are the aspects that make a good preschool? Is it that important that your child learn letters and alphabets at the age of three, or will it be pushing them too much? Choosing a good preschool for you kid is the first decision for your child’s education that you make as parents, beyond what you teach them and what they learn at home.
This is a short essay I completed in another one of my Masters courses. It was used for a classroom debate we had on whether or not class size matters.
What is a ‘Montessori’? What are the aspects that make a good preschool? Is it that important that your child learn letters and alphabets at the age of three, or will it be pushing them too much? Choosing a good preschool for you kid is the first decision for your child’s education that you make as parents, beyond what you teach them and what they learn at home.
Wat is de meerwaarde van educatieve e-books? - Phill Gee - OWD13SURF Events
Sessieronde 2
Zaal: Goudriaan l
Titel: Wat is de meerwaarde van educatieve e-books? Good practice van Plymouth University
Sprekers: Phil Gee (Plymouth University), Winny van Rijswijk (CB), Pim Slot (SURFmarket)
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Active participation in online tutorials - Jon Rosewell and Karen Kear (Open ...EADTU
Empower Webinar Week.Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
Wat is de meerwaarde van educatieve e-books? - Phill Gee - OWD13SURF Events
Sessieronde 2
Zaal: Goudriaan l
Titel: Wat is de meerwaarde van educatieve e-books? Good practice van Plymouth University
Sprekers: Phil Gee (Plymouth University), Winny van Rijswijk (CB), Pim Slot (SURFmarket)
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Active participation in online tutorials - Jon Rosewell and Karen Kear (Open ...EADTU
Empower Webinar Week.Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
Advancing Learning - Building Student Agency and Learning MindsetsCatharine Ozols
Using the work of noted researchers (e.g. Dweck, Walton, Yeager, Oakley, Roediger, McDaniel, Dunlosky, and others), and applying the principles of productive gamification, Mohawk College is leveraging the use of educational technology to explore ways in which to build student agency, learning readiness, and resilience among academically-at-risk students as part of an ARIE Grant.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1.4 modern child centered education - mahatma gandhi-2.pptx
Media center survey for teachers
1. Media Center Survey
for Teachers
https://www.surveymonkey.com/s/RTSHCX5
Carol Carter
Jessica Cox
Rhonda Elton
2. Question 1
• I have enough time to visit my school's Media
Center.
Answer Choices Responses Percent
Strongly Agree 3 15
Agree 10 50
Disagree 7 7
Strongly Disagree 0 0
Strongly Agree
Agree
Disagree
3. Question 2
• When I visit the Media Center, I usually find what I
am looking for.
Answer Choices Responses Percent
Strongly Agree 9 45
Agree 11 55
Disagree 0 0
Strongly Disagree 0 0
Strongly Agree
Agree
4. Question 3
• The Media Center staff is approachable and helpful.
Answer Choices Responses Percent
Strongly Agree 12 60
Agree 8 40
Disagree 0 0
Strongly Disagree 0 0
Strongly Agree
Agree
5. Question 4
• The Media Specialist offers to collaborate with me
on Common Core lessons.
Answer Choices Responses Percent
Often 2 10
Sometimes 15 75
Rarely 3 15
Never 0 0
Often
Sometimes
Rarely
Never
6. Question 5
• I understand how to use my Media Center’s card
catalog program(Destiny):
Answer Choices Responses Percent
Strongly Agree 2 10
Agree 11 55
Disagree 7 35
Strongly Disagree 0 0
Strongly Agree
Agree
Disagree
7. Question 6
• The Media Center is an important component of my
curriculum and lesson planning.
Answer Choices Responses Percent
Strongly Agree 0 0
Agree 13 65
Disagree 7 35
Strongly Disagree 0 0
Strongly Agree
Agree
Disagree
Strongly Disagree
8. Question 7
• My students enjoy going to the Media Center.
Answer Choices Responses Percent
Strongly Agree 17 85
Agree 3 15
Disagree 0 0
Strongly Disagree 0 0
Strongly Agree
Agree
Disagree
Strongly Disagree
9. Question 8
• My students are able to find the materials they need
in the Media Center.
Answer Choices Responses Percent
Strongly Agree 7 35
Agree 13 65
Disagree 0 0
Strongly Disagree 0 0
Strongly Agree
Agree
Disagree
Strongly Disagree
10. Question 9
• The Media Center resource that I use the most with
my classes is:
Answer Choices Responses Percent
Fiction Books 5 25
Non-Fiction Books 1 5
DVD’s 0 0
I-Pads 1 5
Laptops 7 35
Chromebooks 6 30
Fiction Books
Non-Fiction Books
DVD's
I-Pads
Laptops
Chromebooks
11. Question 10
• I use the Media Center:
Answer Choices Responses Percent
Daily 7 35
Weekly 12 60
Monthly 1 5
Quarterly 0 0
Semi-Annually 0 0
Annually 0 0
Daily
Weekly
Montly
Quarterly
Semi-Annuatly
Annually
12. Interpretation of Results
The ten question survey was created and sent to teachers at
Cedartown Middle School. Twenty teachers responded to the survey.
The goal of this exercise was to survey teachers on their attitudes
towards the Media Center in general, as well as the Media Center staff
and the Media Center resources. I see and hear that teachers are
feeling overwhelmed with the implementation of the Common Core
and the new Georgia Milestones. Question one was included to get a
feel for whether or not teachers felt as if they had enough time during
the school day to visit the Media Center. Only three teachers strongly
agreed that they had enough time to visit, ten teachers agreed they
had enough time to visit, and seven disagreed that they had enough
time to visit. I know teachers are stretched thin, so if they cannot make
it to the Media Center, I would like to find ways to make it to them.
Question two asked the teachers when they visited the Media Center,
did they usually find what they were looking for. Nine strongly agreed,
and eleven agreed. No-one disagreed or strongly disagreed. This
makes me feel like the Media Center is well-organized and teachers
know how to use the space.
13. Question three asked about the Media Center staff. There is a
full time Media Specialist and a full time Media Clerk on staff at
the school. The question asked if the Media Center staff is
approachable and helpful. Twelve teachers strongly agreed
and eight teachers agreed that the staff is approachable and
helpful. That shows that they are doing their job and have a
good rapport with the teachers. Question four asked if the
Media Specialist offers to collaborate with the teacher on
Common Core lessons. The responses were two often, fifteen
sometimes, and three rarely. This bothers me a bit. I would like
to see more collaboration between the Media Specialist and
the classroom teachers. Question five asked if teachers
understand how to use the Media Center’s card catalog
program. Two teachers strongly agreed, eleven agreed, and
seven disagreed. So even though in question two teachers
answered that they could find what they were looking for in
the Media Center, the responses to this question show that not
all teachers know the value, functions, and capabilities of the
DESTINY program.
14. Question six asked if the Media Center was an important
component of the teacher’s curriculum and lesson planning. The
responses to this question were disappointing as well. While
thirteen teachers agreed that the Media Center was important
to their lesson planning, seven teachers disagreed. Again, I
would like to reach out to teachers and initiate more
collaboration. Questions seven and eight dealt with students and
the Media Center. Question seven asked if students enjoyed
visiting the Media Center and question eight asked if students
were able to find the materials they needed when they visited.
Seventeen teachers strongly agreed and three teachers agreed
that their students enjoyed going to the Media Center. Seven
teachers strongly agreed and thirteen teachers agreed that their
students were able to find the materials they needed when they
visited the Media Center. Again, this shows that the Media
Center is well-organized and houses the resources that students
need in order to complete their assignments. Question nine
asked teachers which Media Center resource they used the most
with their classes. Seven teachers responded laptops, six
responded Chromebooks, five responded fiction books, one
responded I-pads, and one responded non-fiction books. Finally,
the last question asked teachers how often they used the Media
Center. Twelve teachers responded weekly, seven responded
daily, and one responded monthly.
15. The results of this survey reveal that teachers are
happy overall happy with the Media Center staff and
the resources that the Media Center provides.
Teachers utilize the Media Center on a fairly consistent
basis. They use it for checking out materials and
sending their students to check out books. However,
there is not as much collaboration taking place as I
feel there should be. This is an area that the Media
Specialist needs to work on with the teachers.