The ISTE National Educational Technology Standards for Students (NETS*S) outlines six categories of technology foundation standards for all students. The standards are introduced, reinforced, and mastered by students in areas such as basic operations, social issues, productivity tools, communications tools, research tools, and problem-solving tools. Teachers can use the standards and student technology literacy profiles as guidelines for planning technology activities to help students succeed in learning, communication, and life skills.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories related to basic operations, social issues, productivity tools, communications tools, research tools, and problem-solving tools. Teachers are encouraged to use the standards and student technology literacy profiles as guidelines for planning technology-based learning activities where students can succeed in learning, communication, and life skills through the use of various technologies.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories: (1) basic operations and concepts, (2) social, ethical, and human issues, (3) technology productivity tools, (4) technology communications tools, (5) technology research tools, and (6) technology problem-solving and decision-making tools. Within each category are performance indicators to guide teachers in planning technology-based activities to help students succeed in learning, communication, and life skills through mastering technology foundations.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories: (1) basic operations and concepts, (2) social, ethical, and human issues, (3) technology productivity tools, (4) technology communications tools, (5) technology research tools, and (6) technology problem-solving and decision-making tools. Within each category are performance indicators to guide teachers in planning technology-based activities to help students succeed in learning, communication, and life skills through demonstrated understanding and proficient use of technology.
The document discusses the National Educational Technology Standards (NETS) which were developed by the International Society of Technology Education. There are two sets of standards - NETS for Teachers (NETS-T) and NETS for Students (NETS-S). NETS-S include 6 criteria related to creativity, communication, research, problem solving, digital citizenship, and technology operations. Any technology use in lessons should meet at least one NETS-S criteria and be aligned with content standards and grade level. Teachers must also become proficient in educational technology to help students attain the NETS standards.
The document outlines six standards for students' use of technology:
1) Creativity and innovation including generating new ideas and using models.
2) Communication and collaboration such as interacting with peers and publishing works.
3) Research and information fluency like locating and evaluating information sources.
4) Critical thinking including problem solving and decision making using technology.
5) Digital citizenship such as practicing safe and responsible use of technology.
6) Technology operations and concepts involving understanding and selecting applications.
The document outlines the ISTE NETS performance indicators for students in six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving/decision making, digital citizenship, and technology operations/concepts. Each category lists several indicators that describe how students can demonstrate skills in that area when using technology. The conclusion emphasizes that teachers should reference these indicators when planning lessons and activities incorporating technology to help prevent issues from arising.
This document provides an overview of the Information Processing and Technology subject guide for 2010. It outlines the key topics covered in the subject including algorithms, relational information systems, software programming, structured query language, social and ethical issues, and human-computer interaction. Students will learn through a variety of hands-on activities like using technology, problem solving, and developing computer programs. Assessment involves supervised written tests, extended response assignments, and project-based assessments where students apply their skills and knowledge. The guide also provides advice for parents on how to support their child's learning in this subject.
The ISTE National Educational Technology Standards for Students (NETS*S) outlines six categories of technology foundation standards for all students. The standards are introduced, reinforced, and mastered by students in areas such as basic operations, social issues, productivity tools, communications tools, research tools, and problem-solving tools. Teachers can use the standards and student technology literacy profiles as guidelines for planning technology activities to help students succeed in learning, communication, and life skills.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories related to basic operations, social issues, productivity tools, communications tools, research tools, and problem-solving tools. Teachers are encouraged to use the standards and student technology literacy profiles as guidelines for planning technology-based learning activities where students can succeed in learning, communication, and life skills through the use of various technologies.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories: (1) basic operations and concepts, (2) social, ethical, and human issues, (3) technology productivity tools, (4) technology communications tools, (5) technology research tools, and (6) technology problem-solving and decision-making tools. Within each category are performance indicators to guide teachers in planning technology-based activities to help students succeed in learning, communication, and life skills through mastering technology foundations.
The document outlines the ISTE National Educational Technology Standards for Students (NETS*S). The standards are divided into six categories: (1) basic operations and concepts, (2) social, ethical, and human issues, (3) technology productivity tools, (4) technology communications tools, (5) technology research tools, and (6) technology problem-solving and decision-making tools. Within each category are performance indicators to guide teachers in planning technology-based activities to help students succeed in learning, communication, and life skills through demonstrated understanding and proficient use of technology.
The document discusses the National Educational Technology Standards (NETS) which were developed by the International Society of Technology Education. There are two sets of standards - NETS for Teachers (NETS-T) and NETS for Students (NETS-S). NETS-S include 6 criteria related to creativity, communication, research, problem solving, digital citizenship, and technology operations. Any technology use in lessons should meet at least one NETS-S criteria and be aligned with content standards and grade level. Teachers must also become proficient in educational technology to help students attain the NETS standards.
The document outlines six standards for students' use of technology:
1) Creativity and innovation including generating new ideas and using models.
2) Communication and collaboration such as interacting with peers and publishing works.
3) Research and information fluency like locating and evaluating information sources.
4) Critical thinking including problem solving and decision making using technology.
5) Digital citizenship such as practicing safe and responsible use of technology.
6) Technology operations and concepts involving understanding and selecting applications.
The document outlines the ISTE NETS performance indicators for students in six categories: creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving/decision making, digital citizenship, and technology operations/concepts. Each category lists several indicators that describe how students can demonstrate skills in that area when using technology. The conclusion emphasizes that teachers should reference these indicators when planning lessons and activities incorporating technology to help prevent issues from arising.
This document provides an overview of the Information Processing and Technology subject guide for 2010. It outlines the key topics covered in the subject including algorithms, relational information systems, software programming, structured query language, social and ethical issues, and human-computer interaction. Students will learn through a variety of hands-on activities like using technology, problem solving, and developing computer programs. Assessment involves supervised written tests, extended response assignments, and project-based assessments where students apply their skills and knowledge. The guide also provides advice for parents on how to support their child's learning in this subject.
Etude ICC France 2015 - 2e panorama de l’économie de la culture et de la créa...yann le gigan
>>[Etude] ICC France 2015 - 2ème Panorama économique de la culture et de la création en France (EY-France Créative)
[EY – octobre 2015]
Les dix secteurs analysés par EY : arts visuels, musique, spectacle vivant, cinéma, télévision, radio, jeu vidéo, livre, presse, publicité et communication
Livre : L’édition fait de la résistance p. 66- 71
Publicité et communication : le futur sera numérique ou ne sera pas (p.78- 83)
http://www.francecreative.fr/wp-content/uploads/2015/11/VDEFINITIVE-Etude-ICC-France-2015-Basse-def.pdf
Our solution: Colombia as export destination for RSTJulian Aude
The document discusses Ron Santa Teresa's consideration of expanding internationally. It notes that the internal rum market is decreasing while the international rum market is growing, motivating expansion. It also cites risks of political and economic instability in the internal market. The document provides recommendations on segmentation, targeting, positioning, and distribution channels for international expansion. It then analyzes the rum market and key competitors in Colombia as an initial target market due to logistical advantages and cultural similarities to Venezuela. Other potential target countries are mentioned.
Edmodo es una plataforma educativa gratuita que permite a profesores y estudiantes comunicarse de forma privada a través de mensajes, archivos, enlaces y tareas. Esto permite que los estudiantes dirijan su propio aprendizaje a través de tareas y actividades con comentarios y evaluación continua. Symbaloo permite a los usuarios crear un tablero virtual con sus sitios web favoritos para organizar su acceso a Internet, mientras que BSCW proporciona herramientas de colaboración como almacenamiento y organización
El documento presenta una lista de 6 enlaces a artículos y libros académicos sobre la inclusión laboral de personas con discapacidad intelectual. Los enlaces llevan a revistas, libros y capítulos de libros que abordan temas como la inclusión laboral, el empleo de personas con discapacidad y el trabajo de Lady Meléndez Rodríguez sobre el tema. El documento fue creado como una actividad de evaluación para el Módulo II de una clase sobre búsqueda avanzada en Google.
Compte rendu de Joëlle Liberman du lunch de la BMMA du 15 septembre 2011 présenté par Christian de la Villehuchet ayant pour titre: Sans repères, seules restent les marques.
elaborato prodotto nell'ambito del laboratorio L'Officina dello storico dalla classe IV B (anno scolastico 2014-2015) del Liceo scientifico "Bertrand Russel" di Garbagnate Milanese (MI), con la guida del prof. Paolo Ermano.
Mr. Shahrukh Ahmed Siddiqui successfully completed a one-month internship in Android app development with Qulp from February 03, 2016 to March 02, 2016. During his internship, he worked on improving the android front of Qulp's product called echo. His supervisor at Qulp described him as proactive, sincere, hardworking and an incredible team player. Qulp wished Mr. Siddiqui the best of luck for his future endeavors.
a cura del prof. Federico Cappelli e della classe 3°D (anno scolastico 2015-2016) dell'Istituto Comprensivo Statale di via L. Da Vinci 34 - Scuola Secondaria di 1° grado “L.A. Muratori” di Cornaredo (MIlano)
Role and Scope of MIS in Monitoring and Surveillance Systems of HPNSDPMEASURE Evaluation
Presented by Karar Zunaid Ahsan, MEASURE Evaluation's Sr. Resident M&E Advisor for Bangladesh, at the Global Conference on Community Health in March 2013.
I work in a Data Innovation Lab with a horde of Data Scientists. Data Scientists gather data, clean data, apply Machine Learning algorithms and produce results, all of that with specialized tools (Dataiku, Scikit-Learn, R...). These processes run on a single machine, on data that is fixed in time, and they have no constraint on execution speed.
With my fellow Developers, our goal is to bring these processes to production. Our constraints are very different: we want the code to be versioned, to be tested, to be deployed automatically and to produce logs. We also need it to run in production on distributed architectures (Spark, Hadoop), with fixed versions of languages and frameworks (Scala...), and with data that changes every day.
In this talk, I will explain how we, Developers, work hand-in-hand with Data Scientists to shorten the path to running data workflows in production.
Discover the best innovations and trends from VIVA TECHNOLOGY 2016 Conference in Paris (http://www.vivatechnologyparis.com).
This trendreport has been created by the experts of the HUB Institute (http://www.hubinstitute.com), one of the leading think tank in digital transformation.
The document discusses lessons learned from building a real-time data processing platform using Spark and microservices. Key aspects include:
- A microservices-inspired architecture was used with Spark Streaming jobs processing data in parallel and communicating via Kafka.
- This modular approach allowed for independent development and deployment of new features without disrupting existing jobs.
- While Spark provided batch and streaming capabilities, managing resources across jobs and achieving low latency proved challenging.
- Alternative technologies like Kafka Streams and Confluent's Schema Registry were identified to improve resilience, schemas, and processing latency.
- Overall the platform demonstrated strengths in modularity, A/B testing, and empowering data scientists, but faced challenges around
Etude ICC France 2015 - 2e panorama de l’économie de la culture et de la créa...yann le gigan
>>[Etude] ICC France 2015 - 2ème Panorama économique de la culture et de la création en France (EY-France Créative)
[EY – octobre 2015]
Les dix secteurs analysés par EY : arts visuels, musique, spectacle vivant, cinéma, télévision, radio, jeu vidéo, livre, presse, publicité et communication
Livre : L’édition fait de la résistance p. 66- 71
Publicité et communication : le futur sera numérique ou ne sera pas (p.78- 83)
http://www.francecreative.fr/wp-content/uploads/2015/11/VDEFINITIVE-Etude-ICC-France-2015-Basse-def.pdf
Our solution: Colombia as export destination for RSTJulian Aude
The document discusses Ron Santa Teresa's consideration of expanding internationally. It notes that the internal rum market is decreasing while the international rum market is growing, motivating expansion. It also cites risks of political and economic instability in the internal market. The document provides recommendations on segmentation, targeting, positioning, and distribution channels for international expansion. It then analyzes the rum market and key competitors in Colombia as an initial target market due to logistical advantages and cultural similarities to Venezuela. Other potential target countries are mentioned.
Edmodo es una plataforma educativa gratuita que permite a profesores y estudiantes comunicarse de forma privada a través de mensajes, archivos, enlaces y tareas. Esto permite que los estudiantes dirijan su propio aprendizaje a través de tareas y actividades con comentarios y evaluación continua. Symbaloo permite a los usuarios crear un tablero virtual con sus sitios web favoritos para organizar su acceso a Internet, mientras que BSCW proporciona herramientas de colaboración como almacenamiento y organización
El documento presenta una lista de 6 enlaces a artículos y libros académicos sobre la inclusión laboral de personas con discapacidad intelectual. Los enlaces llevan a revistas, libros y capítulos de libros que abordan temas como la inclusión laboral, el empleo de personas con discapacidad y el trabajo de Lady Meléndez Rodríguez sobre el tema. El documento fue creado como una actividad de evaluación para el Módulo II de una clase sobre búsqueda avanzada en Google.
Compte rendu de Joëlle Liberman du lunch de la BMMA du 15 septembre 2011 présenté par Christian de la Villehuchet ayant pour titre: Sans repères, seules restent les marques.
elaborato prodotto nell'ambito del laboratorio L'Officina dello storico dalla classe IV B (anno scolastico 2014-2015) del Liceo scientifico "Bertrand Russel" di Garbagnate Milanese (MI), con la guida del prof. Paolo Ermano.
Mr. Shahrukh Ahmed Siddiqui successfully completed a one-month internship in Android app development with Qulp from February 03, 2016 to March 02, 2016. During his internship, he worked on improving the android front of Qulp's product called echo. His supervisor at Qulp described him as proactive, sincere, hardworking and an incredible team player. Qulp wished Mr. Siddiqui the best of luck for his future endeavors.
a cura del prof. Federico Cappelli e della classe 3°D (anno scolastico 2015-2016) dell'Istituto Comprensivo Statale di via L. Da Vinci 34 - Scuola Secondaria di 1° grado “L.A. Muratori” di Cornaredo (MIlano)
Role and Scope of MIS in Monitoring and Surveillance Systems of HPNSDPMEASURE Evaluation
Presented by Karar Zunaid Ahsan, MEASURE Evaluation's Sr. Resident M&E Advisor for Bangladesh, at the Global Conference on Community Health in March 2013.
I work in a Data Innovation Lab with a horde of Data Scientists. Data Scientists gather data, clean data, apply Machine Learning algorithms and produce results, all of that with specialized tools (Dataiku, Scikit-Learn, R...). These processes run on a single machine, on data that is fixed in time, and they have no constraint on execution speed.
With my fellow Developers, our goal is to bring these processes to production. Our constraints are very different: we want the code to be versioned, to be tested, to be deployed automatically and to produce logs. We also need it to run in production on distributed architectures (Spark, Hadoop), with fixed versions of languages and frameworks (Scala...), and with data that changes every day.
In this talk, I will explain how we, Developers, work hand-in-hand with Data Scientists to shorten the path to running data workflows in production.
Discover the best innovations and trends from VIVA TECHNOLOGY 2016 Conference in Paris (http://www.vivatechnologyparis.com).
This trendreport has been created by the experts of the HUB Institute (http://www.hubinstitute.com), one of the leading think tank in digital transformation.
The document discusses lessons learned from building a real-time data processing platform using Spark and microservices. Key aspects include:
- A microservices-inspired architecture was used with Spark Streaming jobs processing data in parallel and communicating via Kafka.
- This modular approach allowed for independent development and deployment of new features without disrupting existing jobs.
- While Spark provided batch and streaming capabilities, managing resources across jobs and achieving low latency proved challenging.
- Alternative technologies like Kafka Streams and Confluent's Schema Registry were identified to improve resilience, schemas, and processing latency.
- Overall the platform demonstrated strengths in modularity, A/B testing, and empowering data scientists, but faced challenges around
1. ISTE National Educational Technology Standards for Students (NETS*S)
http://cnets.iste.org/students/s_stands.html
Copyright ISTE NETS. All Rights Reserved. 1 of 1
NETS for Students
TechnologyFoundation Standards for All Students
The technology foundation standards for students are divided into six broad categories.
Standards within each category are to be introduced, reinforced, and mastered by students.
These categories provide a framework for linking performance indicators within the Profiles for
Technology Literate Students to the standards. Teachers can use these standards and profiles
as guidelines for planning technology-based activities in which students achieve success in
learning, communication, and life skills.
TechnologyFoundation Standards for Students
1 Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology
systems.
Students are proficient in the use of technology.
2 Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3 Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote
creativity.
Students use productivity tools to collaborate in constructing technology-enhanced
models, prepare publications, and produce other creative works.
4 Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5 Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of
sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.
6 Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the
real world.