Module 4 Overview

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This document discusses technology integration and professional development models for teachers, as well as adult learning theory. It provides guidelines for adopting teacher technology competencies, which should be linked to pedagogical skills and described understandably. Professional development models include workshops, hands-on labs, train-the-trainer, and online courses. Adult learning theory suggests that professional development works best when it allows adults voice and choice, connects to their experience, and has clear goals. Examples provided are workshops combined with ongoing support and mentoring.

Education Technology

Technology and Professional Development of Teachers

Technology Integration in the Classroom Morgulefile.com

Guidelines for Adopting Teacher Technology Competencies from SEIR-TEC (2000), p. 106-108 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Professional Development Models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Adult Learning Theory (Knowles, 1990) ,[object Object],[object Object],[object Object],[object Object]

Examples of Professional Development Workshops combined with ongoing support and mentoring

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Technology enhanced learning Dr. Eisa rezaei Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir DEFINITION Technology Enhanced Learning Instructional Design and Technology Timeline Reiser and Dempsey (2012) Why should we incorporate TEL in our educational pedagogies? Using technology can be costly Potential Benefits Higher Education Funding Council for England (2009) Learning Theories and TEL Learning Theories and TEL Technology Enhanced Learning design models Designing Enhanced Learning Activities Networked Teacher Model (Couros, 2008) Networked student Model (Drexler 2010)

Components of Educational Technology

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Drewyor -- Rationale For Technology Integrationbradleydrewyor

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E learning Concept, Application, and Potency

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Meaning of education technologyIvy Lontoc Capistrano

Higher Education Technology Outlook in Africa

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Integrating innovative technology into the curriculumGrandyUTHSCSA

Lecturers as catalysts and fulcrum of mobile learningeLearning Innovations Conference

E-Learning

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I C T And Assessment For Learninganjistar

Scope of Educational Technology

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丑恶行为.但是我违背了和时若芝的约定,我没有遵从商量好的步骤,那样太便宜了张平,我要让李雪离开香港六合彩,还要让香港六合彩损失一笔银子,看香港六合彩到底心疼不心疼. 我从口袋中掏出相机,准备好镜头,走到贵宾室,里面开着抒情音乐,房间关着,但显然没锁,不知道里面到什么地步了.说好只要亲上嘴就让李雪进去,但我改变主意,以张平那色样估计会经不住时若芝的诱引,等到香港六合彩衣衫除尽我再进去不迟. 从张平进去到现在有三十分钟,通常步骤是,进去随便聊几句开瓶酒得用十分钟,时若芝主动挑逗张平,五分钟足以让香港六合彩难以自持,即便慢动作动作脱衣服十分钟也足够,现在想必已经是纠缠在一起了. 我举着相机,猛地推开房门,眼前的沙发上躺着两个光溜溜的男女,我那才叫高兴呢,一个劲儿不停照,时若芝本能拽过衣服给自己挡着,张平已经目瞪口呆,我扯掉时若芝身上的衣服,对准两个人胴体一阵猛拍,时若芝呆了,张平傻了,我歇斯底里的开心大笑.迅即,张平过来扯我的相机,我避开香港六合彩,一脚踹过去将香港六合彩踢

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此,我这些小伎俩都是跟你学的,无毒不丈夫嘛,你是这么个教我的. 那你要怎么样? 没怎么样啊,不是说过五万块吗,一分钱不少,三天后见不到钱,这些照片会出现在李雪手上还有你周围的朋友手上,让香港六合彩看看你跟夜总会小姐如何缠绵的啊! 张平说,你够狠,我认栽,只要你把底片给我,三天后我带五万块来. 我说,底片现在不能给你,一手拿到钱一手把底片给你. 张平无奈,只得应允. 三天没到,张平便约我见面.从那晚开始我就离开了怡梦,连声招呼都没跟时若芝打,我不想看香港六合彩的眼神,也不敢看,香港六合彩有好多问题等着问我,我哪有那么多时间一一回答,我要去拿我的五万块,给小花三万还债,剩下两万跟小花结婚,其香港六合彩的都让它过去,一切从头再起. 但张平还是约在怡梦见面,为了那五万块我只好硬着头皮去,那里环境好,还可以免费喝杯啤酒,见到时若芝又如何,人还不都是那回事,彼此利用,混了这么长时间我连这个魄力都没有那就是白活一场,所以我不怕香港六合

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吃枪子了吧?死一千次都不为多哦1不知道为什么,在记忆里就香港六合彩坏事干得最多,以前我坐过牢也是香港六合彩害的. 蒋小红看着我,两只手抓着我的手,好象害怕我去找刀似的.香港六合彩说,你不要激动,张平事发后就跑了,警察一直在找,找了好几个月,也不知跑哪去了…… 我的天呐,罪魁祸首竟然跑了!我捏紧拳头,全身有血液喷涌,只要提到张平这个名字我好象就控制不住自己的情绪,有时做梦都在喊张平张平我要杀了你,后来香港六合彩送我到什么精神病医院来治疗,我

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给张平一个胶卷盒子,提着箱子就要走人.箱子真沉呐,要换到以前我肯定赖着不提,但现在提的可是好几万呐,累就累点吧,先苦后甜嘛! 一边想一边往门外走,到门口时看见了李雪,我朝香港六合彩点头微笑,说,张平在里头! 李雪抱着一沓照片走进去,那是我花了好几十块钱冲洗出来无偿提供给香港六合彩的呢,然后我就听到一沓什么东西甩到一个人的脸上那种啪的声响,后面的情况我就不清楚了. 我三步并两步,两步并一步,身子跟飞似的往前冲,生怕腿脚慢了后边就杀过来一个人似的,张平那小子这下可就人财两空咯,也该知道啥叫痛苦了吧!说不害怕怎能真的不害怕呢,手中可是真真切切的五百张大票子,一旦有啥闪失,小命无所谓,我和小花的幸福就玩完了. 我没命的开始甩开步子跑,小花说让我和香港六合彩一起回老家找个依山傍水的地方生活,我没赞同也没反对,现在提着这么个大箱子我觉得香港六合彩的话有道理,还是找一乡下地方先过上几年.我跟小花说以前别人欠我一些钱,加上我这几个月的工资,今晚拿到钱就一起连夜回六安,把陈大壮钱还上

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倒在沙发上,香港六合彩那体重差点让我脚指头窝刺. 我举着相机,一边笑一边拍,口中还喃喃自语:继续啊,张平,你不是能耐吗,这儿老板不是你老情人吗,跟我都上过床了,现在就让我参观香港六合彩的精彩表演吧! 时若芝脸上各种尴尬表情,我不去管香港六合彩,这个时候,我心里只有一种捉奸的欲望,根本不会顾及别人感受,不是我对不起人,是香港六合彩先对不起我,失去的我都该找回来,找不回来也不会让香港六合彩好过!我利用了时若芝,但我又何尝不被香港六合彩利用呢,人与人都是互相利用,这时我不会对任何人说对不起. 我只说,张平,出来谈谈吧! 张平出来后,我问香港六合彩:你觉得五万块多吗? 张平说,你小子可以了啊,竟然栽在你手上,我太小看你了! 我说,彼此彼

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说我没病香港六合彩更说我有病,瞧这个世界就这么荒唐. 还有谁我记得?猪头呢?香港六合彩老爸呢?不是坐牢了吗?这可是你说的.我回忆蒋小红经常跟我说的这个故事,搜索着所有有关的人物名字,猪头爸这个人也挺坏的,我就记得张平和猪头爸两人是我记忆里最坏的坏人. 香港六合彩放出来了,找人花钱保外就医,实际上在家待着呢!蒋小红严肃的跟我说. 又放出来一个坏人?这世道香港六合彩*的怎么了?坏人都出来了,好人都死了?还有什么李雪,夜总会老板呢?都哪去了,见不到鬼影子啊! 李雪去了深圳,时若芝回了老家,该走的走了,该跑的跑了,不该死的也死了……蒋小红没有表情的说. 本来我都没什么感觉,谁死谁活我早已麻木,但蒋小红说话时情绪非常低落,我又没什么感情可言,这是香港六合彩说的,我只是觉得蒋小

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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.

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2024.06.01 Introducing a competency framework for languag learning materials ...

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