New Berlin Planning Process
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The document outlines the information technology planning process for the New Berlin School District. It discusses the purpose of advisory meetings and the technology plan. The plan supports the district's mission and is structured in six parts, including an executive summary, analysis, current status, action plans, budget, and monitoring. The focus of today's meeting is to review district data on professional development, review draft action plans, and create plans for professional development to support initiatives in the technology plan. Input from meetings will be used to create the final plan, which will be approved by the executive committee and school board.
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4. You also need to cite all the sources you use in your PowerPoint, similar to the way you would cite sources in a paper. The Walden Writing Center has assistance offered at: http://writingcenter.waldenu.edu/11.htm. For this presentation you will:
a. Cite resources at the end of the presentation. You will treat your entire presentation as a paper, including citations throughout your slides and then adding a reference list slide at the end of the presentation.
Note that although the Writing Center will also review PowerPoints for appointments, following these suggestions will really help create the most effective presentation possible!
© 2012 Laureate Education, Inc.
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The document summarizes findings from surveys and studies on trends in educational technology staffing. It discusses student to technology staff ratios, computer to staff ratios, and technology budgets across school districts with different levels of student proficiency. Districts with more than 70% of students proficient had higher staffing ratios, spent 1% of budgets on technology, and allocated more to staffing compared to outsourcing. Districts with less than 50% proficiency had lower staffing ratios, spent 3.67% of budgets on technology, and allocated more to outsourcing compared to staffing. Upcoming webinars on related topics are also listed.
School Perceptions Alumni Forever
Presentation on School Perceptions AlumniForever Facebook Application at Achievement Gap conference November 3-6, Chicago, IL.
NGA Overview
The document discusses K-12 statewide technology assessments provided by Next Generation Assessments (NGA). NGA is a joint venture among leading education firms with experience helping over 9,500 schools. It addresses challenges related to standards alignment, compliance reporting, and making meaningful use of assessment data. NGA's 360-degree assessment methodology links results to technology plans and allows comparison of results longitudinally and between groups. It provides statewide reporting capabilities and assessments that are always aligned to changing standards to ensure compliance.
Overviewppt
PowerPoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District.
Overviewppt
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
What knowledge do teachers need to have to
Teachers need three main types of knowledge to effectively integrate technology into instruction: 1) technological knowledge to understand how to use various technologies, 2) pedagogical knowledge to understand how students learn and how to design effective lessons, and 3) pedagogical content knowledge that combines understanding of technology, pedagogy, and subject matter. This knowledge allows teachers to select appropriate technologies to enhance teaching and learning in their specific subject areas.
Collaborative tools[1]
Collaborative tools and cultures are important for teachers and students. Research shows that students score higher in schools with collaborative principals. The document lists standards from organizations like ISTE and AASL that are relevant for collaboration. It provides contact information for The Stephens Group LLC, which works on collaboration.
Collaborative Tools
This document discusses collaborative tools and was written by Tammy Stephens, CEO of The Stephens Group LLC. It focuses on framing a conversation around child development and new digital media. Contact information is provided for Tammy Stephens and The Stephens Group LLC in Long Beach, California.
Welcome!
This document discusses a new approach to education called the "Classroom of the Read/Write Web". It emphasizes authentic learning through real-world tools, social and emotional connection, and creativity and innovation. Traditional classrooms focus on textbooks, lectures, and rote memorization, while classrooms of the read/write web utilize online resources, collaboration, and student contribution to build knowledge. The goal is to better prepare students for jobs that require skills like problem-solving, communication, and innovation.
Collaborative tools
Using Collaborative Tools to Build Information Technology Plans
Created by The Stephens Group http://www.thestephensgroup.com
Collaborative Tools
This document provides an overview of a 4-week online course on collaborative tools offered through PODetc. The course focuses on ISTE technology standards and covers defining a collaborative toolbox, sharing online, collaborating with data, and reflections on collaboration. It discusses tools like Google Docs, iGoogle, and case studies of schools using Google Apps. The document provides resources and examples to help participants explore collaborative tools and apply them to teaching.
Collaborativet Tools
This document provides an overview of a 4-week online course on collaborative tools offered through PODetc. The course focuses on ISTE technology standards and covers defining a collaborative toolbox, sharing online, collaborating with data, and reflections on collaboration. It discusses tools like Google Docs, iGoogle, and case studies of schools using Google Apps. The document encourages participants to experiment with collaborative documents and defines key concepts like ownership for collaborative projects.
Collaborativet Tools
This document provides an overview of a 4-week online course on collaborative tools offered through PODetc. The course focuses on ISTE technology standards and covers defining a collaborative toolbox, sharing online, collaborating with data, and reflections on collaboration. It discusses tools like Google Docs, iGoogle, and case studies of schools using Google Apps. The document provides resources and examples to help participants explore collaborative tools and apply them to teaching.
How Media Is Changing The Way We Learn
The document discusses how media is changing learning and development across Piaget's stages of cognitive development. It notes that with ubiquitous access to information through technology, the focus is shifting from memorization to skills like self-organization, drawing distinctions between important and unimportant information, and collaboratively constructing knowledge. Web 2.0 tools can support more complex, collaborative, and context-based styles of learning aligned with this changing media landscape.
Supportsystems
The document outlines four action planning areas for a school district: effective teaching and learning, educator proficiency, access to information and technology resources, and support systems and leadership. It details plans for the effective teaching and learning area, including getting all students technologically proficient by 8th grade and a digital concepts course. For educator proficiency, it lists providing time for planning meetings, literacy courses, and identifying teacher needs. Access to information and technology resources plans include wireless initiatives, 1-to-1 computing, improving access, expanding SMART boards, distance learning, and cyber security.
RUSD
The document outlines goals and outcomes for a grant from the Laura Bush Foundation to improve library media specialists' leadership abilities.
The goals are to:
1) Develop library media specialists as instructional leaders to help teachers improve curriculum for 21st century skills
2) Help all students improve basic literacy and 21st century skills to succeed in a global society
3) Provide all students with 21st century tools to do authentic work utilizing 21st century skills
Key outcomes include improved collaboration between teachers and library media specialists, increased student proficiency in basic literacy and 21st century skills, and equitable access to online learning resources by 2012. Feedback on the grant application will be provided this week.
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一比一原版(UST毕业证)圣托马斯大学毕业证如何办理
UST毕业证offer【微信95270640】☀《圣托马斯大学毕业证购买》GoogleQ微信95270640《UST毕业证模板办理》加拿大文凭、本科、硕士、研究生学历都可以做,二、业务范围：
★、全套服务：毕业证、成绩单、化学专业毕业证书伪造《圣托马斯大学大学毕业证》Q微信95270640《UST学位证书购买》
文凭办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：微信95270640我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
7完成交易删除客户资料
高精端提供以下服务：
一：圣托马斯大学圣托马斯大学硕士学位证成绩单全套材料从防伪到印刷水印底纹到钢印烫金
二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信95270640）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满了一地的大石块摘走二三只爷爷是断然发现不了的即便发现爷爷也不恼反而教山娃辨认孰熟孰嫩孰甜孰淡水
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定制(cardiff学位证书)英国卡迪夫大学毕业证本科学历原版一模一样
原版定制【微信:bwp0011】《(cardiff学位证书)英国卡迪夫大学毕业证本科学历》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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New Berlin Planning Process
- 1. Information Technology Planning Process The Stephens Group LLC
- 2. The purpose of this and future meetings is to be ADVISORY. As technology stakeholders in the New Berlin School District, your role is to help advise the Executive Committee on strengths, areas in need of improvement and goals for the next three-year plan. What is the purpose of the work sessions?
- 6. Educator Proficiency What professional development will educators need to effectively integrate information and technology to improve student learning?
- 8. Using the input collected at this and future meetings, the Executive Committee will make final decisions as to what actually will be included in the document. Then, Tammy Stephens, working with Kevin Messman, will write the final document. That document will then be shared with the Executive Committee for its approval. Finally, the document will be submitted to the New Berlin School Board for its approval prior to sending it to the DPI.
- 10. Questions?