The document outlines the roles and responsibilities of various stakeholders in a school district's technology plan and professional development efforts. It discusses the superintendent's role in increasing technology use, a technology planning committee that identifies goals, and principals ensuring technology supports teaching and learning. Teachers are responsible for completing a technology assessment and acquiring professional development. The district evaluates progress through benchmarks and technology integration is informally assessed through teacher collaboration.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
More info: Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers and Education.51, 212-223.
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and
evaluating the instructional environment and learning materials in order to improve teaching and learning.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
More info: Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers and Education.51, 212-223.
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and
evaluating the instructional environment and learning materials in order to improve teaching and learning.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Superintendent Dr. Anthony His role is to work with campus leaders to increase the role of technology in the classrooms. Provide resources to his district to ensure effective use of technology for teaching and learning. Technology Planning Committee Members are Harold Rowe, Linda Macias, Mary Jadloski, Vicki McComas, Donna Guthrie, Dan McIlduff, Tony Barcelona, Becky Cook, Barbara Levandoski, Pam Edwards, Margaret Reed, Rayyan Amine, Robin McGlohn, Marty Edwards, Jane Flynn, Jay Johnson, Claude Yoas, David Garcia, Debbie Schlutz, Jessica Hughes, Katrina Willard, Mark Calvo, Laura Barrett, Jill Smith, Becky Denton, Glenda Horner, Paula Ross, Fred Brenz, Jennifer Miller, Stacey Stringer, Mike Donnelly, Whitney Timmons, Megan Bittner, Jennifer Bittner, Griffin Judge, Sandra Judge, Christian Rumscheidt, Michelle Logback, Melissa McAnear, Timothy Rocka. The Committee takes input received from students, parents, teachers, curriculum staff, and campus administrators as well as the analysis of the Bond Technology Subcommittee, to identify appropriate goals and objectives associated with a need in each key area from the STaR chart.
3. Principals in district campuses Patty Mooney (my campus principal) Responsible that technology is being used in an effective way for teaching and learning. Principals are responsible to as well to ensure that the objectives and goals of the needs in each key area of the STaR chart are being worked towards improvement. Principals are also held accountable to ensure that there is budgeting for technology on their campus. Parents/Community Parents and community members are responsible to educating themselves on school policies, including the policies covering technology. Parents and community members can benefit as well from technology with 24/7 online learning. They are too accountable for working with the schools to ensure high student performance with the use of technology.
4. Teachers on each campus Mrs. Onyesoh (myself, as an example) Teachers are responsible in completing the STaR chart correctly and honestly. Teachers are responsible as well as using technology in an effective manner for all students to learn in and outside of the classroom. Teachers must acquire appropriate professional development to support their use of technology with all students. The Superintendent and Technology Plan Committee After teachers have completed the STaR chart, not only will the state be evaluating the results, but so will our superintendent, Dr. Anthony, and the members of the Technology Plan Committee to ensure that each campus is improving towards the Target Tech goal. If not, this is an opportunity for technology leaders to step in and give support making changes where needed to start a positive growth towards the use of technology in all campuses within the district.
8. STaR Chart Each campus in Texas will complete the STaR chart, including my campus. This evaluation will allow us to see our whole campus and how teachers feel technology is being implemented throughout the school. The chart will not be completed until spring. So, this chart will be great to use to brainstorm and to collaborate improvements for the upcoming school year. Teacher leaders from each content area will evaluate the STaR chart and collaborate amongst each other and their content teams on how our individual campus can continue working towards Target Tech for the upcoming school year. As the Long Range Technology Plan reinstates, is that all students in grade 8, should have mastered Technology Applications TEKS. However, unfortunate there is not a state standardized accountability system to evaluate that all 8th graders are literate in the Technology Application TEKS.
9. On the District Level Evaluation The best district evaluation that we have in all content areas will be our benchmarks. Each content team will study data and their results from their benchmarks. As stated above, teachers will reflect on the methods and strategies used to teach each concept and whether or not they incorporated technology. Teams should also ask themselves on concepts readily missed, “How could I have used technology or technology more effectively for students to interact with this concept and acquire a better understanding?” It is one thing to just use power point, but are students using technology for processing and demonstrating an understanding of what has been taught. Teachers must use the data to self reflect and make appropriate changes in their teaching styles and strategies if students are having a difficult time comprehending major concepts.
10. On-Campus Evaluation On the campus level, there will be both formal and informal evaluations. Formally, each team will develop and submit their data digs that are a reflection of data from a six weeks benchmark. Teams will also have the opportunity to document changes and new strategies that will be substituting older methods of teaching. This will demonstrate that differentiation is taking place and technology is being effectively used. Informally, lead teachers and all content teachers will have their professional learning communities to evaluate progress and set-backs. Teachers will have one another to learn from and model new examples and technologies in the classroom. Teachers will share real life experiences of successes and frustrations and be able to collaborate with one another to allow an opportunity for all teachers to be successful facilitators in the classrooms. During professional learning communities, there will be a time for ‘show and tell’ where teachers show off their students’ successes with the use of technology and new strategies being used in the classroom. By demonstrating student made products, it evaluates that a system and strategy is effective. Other teachers can then collaborate and work with a specific teacher to learn more and know how to integrate something similar in their own classroom.