This document is a presentation by Mark Moran on overcoming resistance to teaching with technology and online resources. Some key points from the presentation include:
- Students are comfortable using the internet and feel in control of information found online, while schools risk
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
VAASL 2015 - Is My High School Senior Ready to Be Your College Freshman?SassyLibrarian
The document summarizes the results of a survey conducted by a high school librarian of college and university librarians regarding the information literacy skills and tools their institutions recommend for incoming freshmen. Some of the key findings include: citation managers like Zotero are preferred at more selective schools, web-scale discovery services are widely used across institution types, databases like Academic Search Complete and JSTOR are most recommended, and research paper, oral presentation, and digital writing skills are generally emphasized. Plagiarism detection tool use varies by selectivity, and comments emphasized skills like searching, using the library catalog, and understanding the expectation to contribute to a "community of scholarship." The high school librarian plans changes based on this data.
Ten Steps to Better Online Research - Introduction - 2017Mark Moran
The document discusses the importance of teaching information literacy skills to students. It argues that merely connecting schools to the internet and expecting students to know how to effectively search for and evaluate information is not sufficient. Information literacy must be systematically taught from a young age. The document outlines 10 steps to teach information literacy, including developing critical thinking habits, understanding how search engines and the internet work, planning research strategies, evaluating sources, and synthesizing information. It emphasizes teaching broad concepts and strategies over specific tools, with the goal of breaking the "culture of use" where students only know how to get surface level information from Google.
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
The document discusses the need to teach students effective web literacy skills. It notes that students today are "digital natives" but lack skills in evaluating online sources and content. A survey found that most students don't know how to form effective search queries, check the author or date of sources, or define how search engines return results. The document argues that teachers must improve their own web literacy skills and serve as models for students on conducting effective online research. It stresses the importance of lifelong learning and developing professional learning networks to stay current with changing technologies.
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
Educational Technology: Without Why, How Is IrrelevantBrent Coley
This document summarizes a presentation by Brent Coley about using educational technology effectively in the classroom. Coley argues that technology should not be more important than the teacher, and that it is irrelevant to discuss how to use technology ("how") without establishing a clear purpose or reason for its use ("why"). He then provides examples of how he uses various technologies like websites, podcasts, videos and social media to connect with students, help them prepare for class, and allow them to share what they've learned.
The document outlines steps to take to help teachers and students effectively use digital resources for research projects. It discusses the history of the school board's virtual library and its seven step research model. It provides details on specific resources available at each step and suggestions for training teachers and students to properly utilize the resources and develop strong research skills.
Presentation at Fall CUE 2013 on Teaching Web ResearchMark Moran
This document outlines 10 steps to teach better web research skills to students. It summarizes research showing that many students and even college students lack strategies for evaluating online information. The 10 steps include searching multiple search engines and sites, formulating focused questions before searching, using advanced search options, digging deeper for quality sources, evaluating source credibility based on author, publisher, date, and purpose. The goal is to teach students to think critically about online information and develop into informed internet citizens.
VAASL 2015 - Is My High School Senior Ready to Be Your College Freshman?SassyLibrarian
The document summarizes the results of a survey conducted by a high school librarian of college and university librarians regarding the information literacy skills and tools their institutions recommend for incoming freshmen. Some of the key findings include: citation managers like Zotero are preferred at more selective schools, web-scale discovery services are widely used across institution types, databases like Academic Search Complete and JSTOR are most recommended, and research paper, oral presentation, and digital writing skills are generally emphasized. Plagiarism detection tool use varies by selectivity, and comments emphasized skills like searching, using the library catalog, and understanding the expectation to contribute to a "community of scholarship." The high school librarian plans changes based on this data.
Ten Steps to Better Online Research - Introduction - 2017Mark Moran
The document discusses the importance of teaching information literacy skills to students. It argues that merely connecting schools to the internet and expecting students to know how to effectively search for and evaluate information is not sufficient. Information literacy must be systematically taught from a young age. The document outlines 10 steps to teach information literacy, including developing critical thinking habits, understanding how search engines and the internet work, planning research strategies, evaluating sources, and synthesizing information. It emphasizes teaching broad concepts and strategies over specific tools, with the goal of breaking the "culture of use" where students only know how to get surface level information from Google.
Teaching the Ten Steps to Better Web ResearchMark Moran
We offer an outstanding Web search tutorial called "Ten Steps to Better Web Research" at www.SweetSearch.com/TenSteps
This presentation provides background, reference material and advice for teaching the Ten Steps.
For supplementary material, see http://bit.ly/teachtensteps
The document discusses the need to teach students effective web literacy skills. It notes that students today are "digital natives" but lack skills in evaluating online sources and content. A survey found that most students don't know how to form effective search queries, check the author or date of sources, or define how search engines return results. The document argues that teachers must improve their own web literacy skills and serve as models for students on conducting effective online research. It stresses the importance of lifelong learning and developing professional learning networks to stay current with changing technologies.
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
Educational Technology: Without Why, How Is IrrelevantBrent Coley
This document summarizes a presentation by Brent Coley about using educational technology effectively in the classroom. Coley argues that technology should not be more important than the teacher, and that it is irrelevant to discuss how to use technology ("how") without establishing a clear purpose or reason for its use ("why"). He then provides examples of how he uses various technologies like websites, podcasts, videos and social media to connect with students, help them prepare for class, and allow them to share what they've learned.
The document outlines steps to take to help teachers and students effectively use digital resources for research projects. It discusses the history of the school board's virtual library and its seven step research model. It provides details on specific resources available at each step and suggestions for training teachers and students to properly utilize the resources and develop strong research skills.
Giving Students the Freedom to Find Their SentenceLisa Nielsen
Creating schools that empower students to find their passion by embracing new technologies and social media. Schools should prepare students for the real world by allowing them to use the tools they will need, like social networks, rather than banning or restricting technologies. When schools empower students to have a voice and find their interests, it leads to more engaged, motivated learners.
The document summarizes a classroom activity where students researched the steps of the scientific method on various websites. The teacher provided students with 8 pre-selected sites to visit in pairs. Students were asked to find the steps listed at 3 sites each and describe any distracting aspects, reading difficulty, and whether they would recommend the site. After researching, the class reviewed the sites and discussed consistent steps found across sites. The teacher analyzed student feedback and found some sites had confusing vocabulary or many distractions while others effectively conveyed the scientific method steps.
This document summarizes a student's inquiry project where they had students research the steps of the scientific method online. The student provided 8 pre-selected websites for students to visit in pairs. They analyzed what they found distracting, reading difficulty, likes/dislikes, and whether they'd recommend each site. Most students preferred sites that clearly listed steps with easy vocabulary. The student was surprised students disliked interactive elements but enjoyed evaluating the sites and collaborating with peers. The project helped students develop literacy skills through guided internet research.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Lucy Gray gave a presentation on leveraging Google search tools and teaching search skills. She discussed Google's mission to organize the world's information and make it accessible. Gray explained that search is an essential 21st century skill and that educators have a responsibility to teach students how to effectively search, organize, access, and leverage information. She highlighted how those with strong search abilities have an advantage and can better validate information from various sources. Gray then demonstrated different Google search tools like News, Scholar, Books and features within those tools. She emphasized best practices for organizing effective searches through keyword choice and other tips. Gray concluded by encouraging educators to make research a central part of teaching and to help students develop strong search strategies across subjects.
This document discusses several ways the internet can be used in elementary education, including guiding gifted students to use Google for advanced learning, using YouTube videos to engage students in science lessons, and teaching students about internet safety issues like cyberbullying. It provides summaries and reflections on articles about these topics.
Julie walton integrating the internet safely and ethically projectjuliewltn
Julie Walton reflects on her use of the internet and recognizes areas for improvement regarding safety and ethics. As a teacher, she realizes she must model good digital citizenship and prioritize internet safety lessons for her students. While her young students are not yet researching online, she wants to educate them early about distinguishing reliable sites and avoiding plagiarism. Walton plans to create classroom reminders about internet policy, investigate filtering software, and hold a parent technology night.
This document discusses encouraging academic integrity in online learning. It explores common ways that students cheat, such as plagiarism, dishonest collaboration, and extreme cheating using technology. It also provides suggestions for designing "un-cheatable" tasks that allow students to demonstrate their knowledge through alternative assessments and addressing different learning styles. These include using audio discussions, visual concept maps, reflective forums, and kinesthetic multi-media products. The document emphasizes designing relevant and choice-based assessments for online students.
The document announces an upcoming fall conference on October 5th, 2013 titled "The Transition Years" which will evaluate information literacy skills from high school to college-level research and be presented by Emily Gover. Several studies and data are presented showing that high school students are often underprepared for college-level research due to less emphasis on information literacy skills and over-reliance on sources like Wikipedia, and the presentation suggests increased collaboration between high schools and colleges to improve student preparedness.
This document discusses academic dishonesty and strategies to address it. It begins by listing common forms of cheating such as buying papers, cheating in class, plagiarism, and reusing assignments. It then provides an example of a website advertising essay writing services. The document goes on to raise questions about the frequency and examples of cheating, defining the line between getting help and having someone else do the work, whether students buy papers, and how to prevent cheating. It discusses intentional cheating due to being overwhelmed or ignorant versus unintentional plagiarism. The document proposes proactive strategies like case-based discussions, videos, and student-created materials to teach about plagiarism. It concludes by mentioning sanctions and notifications as well as
The document discusses the new literacies required for online reading comprehension in the modern digital age. It presents a model for teaching these new literacies called Internet Reciprocal Teaching (IRT), which involves three phases: teacher-led instruction of basic skills, collaborative modeling of strategies, and inquiry-based projects. IRT emphasizes problem-based learning and using the internet to solve information problems. The document argues that school leadership must support a changing literacy curriculum focused on online reading comprehension and integrating technology into subject areas in order to prepare students for the 21st century.
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla...Colin Harrison
The document summarizes a presentation given by Colin Harrison at the UKLA Conference in Sheffield from July 12-14, 2019. The presentation focused on the pedagogical and moral imperatives of new literacies in education, emphasizing being mindful, productive, and critical. It then provides nine strategies for enhancing critical internet literacy that were discussed, such as proceeding with a clear understanding of the task, being alert and suspicious of information found online, reading between the lines, and making joint decisions as a group.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
The documents discuss the impact of the World Wide Web (WWW) on education and social entrepreneurship. Regarding education, the WWW has allowed students to access more information online and engage with subjects interactively. It has also enabled new forms of distance learning and international collaboration between colleges. For social entrepreneurship, the documents define it as addressing social issues through innovative, sustainable businesses. Examples are given of social entrepreneurs who have created solutions for issues like poverty, waste, and disabilities. Their work often combines business and social goals. Education can impact social entrepreneurship by training social entrepreneurs and connecting them with organizations working on social issues.
The document provides an overview of various tools and technologies that can be used for religious education, including for direct instruction, individual assignments, videos, student research projects, and collaborative learning. It discusses tools for presentations, graphic organizers, videos, research, group work, and assessment. Specific websites and applications are mentioned for each category.
Julie walton integrating the internet safely and ethically projectjuliewltn
This document discusses the author's use of the internet and reflections on integrating technology safely and ethically. The summary is:
The author reflects on her frequent personal use of the internet through social media, email, online shopping, and search engines. She realizes she discloses too much personal information online and has been guilty of copyright infringement. As a teacher, she must prioritize internet safety lessons and model proper ethics. The school has an acceptable use policy to regulate student internet use, and the author thinks more reminders and parent education are needed on these topics.
The document discusses principles to guide education companies and teachers in embracing online content, technology, and student-centered learning. It notes that life has become an open-book test and schools risk irrelevance if they don't change. Teachers should develop networks to collaborate and learn from others, and encourage students to take ownership of their learning by letting them fix their own mistakes. Resources alone are not enough - teachers need time, support and training to effectively integrate new approaches.
How Web Sites & Tools Enhance a Love of BooksMark Moran
The document discusses how educators can use various online tools and websites to promote reading books and foster a love of reading among students. It provides examples of websites that allow students to interact with authors through video interviews, live chats, and Skype sessions. Other sites are presented that read books aloud, bring books to life through multimedia, discuss books and their film adaptations, and allow students to publish their own book reviews and trailers. The goal is to leverage digital technologies to enhance traditional reading and make it a more social and engaging experience for students.
Giving Students the Freedom to Find Their SentenceLisa Nielsen
Creating schools that empower students to find their passion by embracing new technologies and social media. Schools should prepare students for the real world by allowing them to use the tools they will need, like social networks, rather than banning or restricting technologies. When schools empower students to have a voice and find their interests, it leads to more engaged, motivated learners.
The document summarizes a classroom activity where students researched the steps of the scientific method on various websites. The teacher provided students with 8 pre-selected sites to visit in pairs. Students were asked to find the steps listed at 3 sites each and describe any distracting aspects, reading difficulty, and whether they would recommend the site. After researching, the class reviewed the sites and discussed consistent steps found across sites. The teacher analyzed student feedback and found some sites had confusing vocabulary or many distractions while others effectively conveyed the scientific method steps.
This document summarizes a student's inquiry project where they had students research the steps of the scientific method online. The student provided 8 pre-selected websites for students to visit in pairs. They analyzed what they found distracting, reading difficulty, likes/dislikes, and whether they'd recommend each site. Most students preferred sites that clearly listed steps with easy vocabulary. The student was surprised students disliked interactive elements but enjoyed evaluating the sites and collaborating with peers. The project helped students develop literacy skills through guided internet research.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Lucy Gray gave a presentation on leveraging Google search tools and teaching search skills. She discussed Google's mission to organize the world's information and make it accessible. Gray explained that search is an essential 21st century skill and that educators have a responsibility to teach students how to effectively search, organize, access, and leverage information. She highlighted how those with strong search abilities have an advantage and can better validate information from various sources. Gray then demonstrated different Google search tools like News, Scholar, Books and features within those tools. She emphasized best practices for organizing effective searches through keyword choice and other tips. Gray concluded by encouraging educators to make research a central part of teaching and to help students develop strong search strategies across subjects.
This document discusses several ways the internet can be used in elementary education, including guiding gifted students to use Google for advanced learning, using YouTube videos to engage students in science lessons, and teaching students about internet safety issues like cyberbullying. It provides summaries and reflections on articles about these topics.
Julie walton integrating the internet safely and ethically projectjuliewltn
Julie Walton reflects on her use of the internet and recognizes areas for improvement regarding safety and ethics. As a teacher, she realizes she must model good digital citizenship and prioritize internet safety lessons for her students. While her young students are not yet researching online, she wants to educate them early about distinguishing reliable sites and avoiding plagiarism. Walton plans to create classroom reminders about internet policy, investigate filtering software, and hold a parent technology night.
This document discusses encouraging academic integrity in online learning. It explores common ways that students cheat, such as plagiarism, dishonest collaboration, and extreme cheating using technology. It also provides suggestions for designing "un-cheatable" tasks that allow students to demonstrate their knowledge through alternative assessments and addressing different learning styles. These include using audio discussions, visual concept maps, reflective forums, and kinesthetic multi-media products. The document emphasizes designing relevant and choice-based assessments for online students.
The document announces an upcoming fall conference on October 5th, 2013 titled "The Transition Years" which will evaluate information literacy skills from high school to college-level research and be presented by Emily Gover. Several studies and data are presented showing that high school students are often underprepared for college-level research due to less emphasis on information literacy skills and over-reliance on sources like Wikipedia, and the presentation suggests increased collaboration between high schools and colleges to improve student preparedness.
This document discusses academic dishonesty and strategies to address it. It begins by listing common forms of cheating such as buying papers, cheating in class, plagiarism, and reusing assignments. It then provides an example of a website advertising essay writing services. The document goes on to raise questions about the frequency and examples of cheating, defining the line between getting help and having someone else do the work, whether students buy papers, and how to prevent cheating. It discusses intentional cheating due to being overwhelmed or ignorant versus unintentional plagiarism. The document proposes proactive strategies like case-based discussions, videos, and student-created materials to teach about plagiarism. It concludes by mentioning sanctions and notifications as well as
The document discusses the new literacies required for online reading comprehension in the modern digital age. It presents a model for teaching these new literacies called Internet Reciprocal Teaching (IRT), which involves three phases: teacher-led instruction of basic skills, collaborative modeling of strategies, and inquiry-based projects. IRT emphasizes problem-based learning and using the internet to solve information problems. The document argues that school leadership must support a changing literacy curriculum focused on online reading comprehension and integrating technology into subject areas in order to prepare students for the 21st century.
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla...Colin Harrison
The document summarizes a presentation given by Colin Harrison at the UKLA Conference in Sheffield from July 12-14, 2019. The presentation focused on the pedagogical and moral imperatives of new literacies in education, emphasizing being mindful, productive, and critical. It then provides nine strategies for enhancing critical internet literacy that were discussed, such as proceeding with a clear understanding of the task, being alert and suspicious of information found online, reading between the lines, and making joint decisions as a group.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
The documents discuss the impact of the World Wide Web (WWW) on education and social entrepreneurship. Regarding education, the WWW has allowed students to access more information online and engage with subjects interactively. It has also enabled new forms of distance learning and international collaboration between colleges. For social entrepreneurship, the documents define it as addressing social issues through innovative, sustainable businesses. Examples are given of social entrepreneurs who have created solutions for issues like poverty, waste, and disabilities. Their work often combines business and social goals. Education can impact social entrepreneurship by training social entrepreneurs and connecting them with organizations working on social issues.
The document provides an overview of various tools and technologies that can be used for religious education, including for direct instruction, individual assignments, videos, student research projects, and collaborative learning. It discusses tools for presentations, graphic organizers, videos, research, group work, and assessment. Specific websites and applications are mentioned for each category.
Julie walton integrating the internet safely and ethically projectjuliewltn
This document discusses the author's use of the internet and reflections on integrating technology safely and ethically. The summary is:
The author reflects on her frequent personal use of the internet through social media, email, online shopping, and search engines. She realizes she discloses too much personal information online and has been guilty of copyright infringement. As a teacher, she must prioritize internet safety lessons and model proper ethics. The school has an acceptable use policy to regulate student internet use, and the author thinks more reminders and parent education are needed on these topics.
The document discusses principles to guide education companies and teachers in embracing online content, technology, and student-centered learning. It notes that life has become an open-book test and schools risk irrelevance if they don't change. Teachers should develop networks to collaborate and learn from others, and encourage students to take ownership of their learning by letting them fix their own mistakes. Resources alone are not enough - teachers need time, support and training to effectively integrate new approaches.
How Web Sites & Tools Enhance a Love of BooksMark Moran
The document discusses how educators can use various online tools and websites to promote reading books and foster a love of reading among students. It provides examples of websites that allow students to interact with authors through video interviews, live chats, and Skype sessions. Other sites are presented that read books aloud, bring books to life through multimedia, discuss books and their film adaptations, and allow students to publish their own book reviews and trailers. The goal is to leverage digital technologies to enhance traditional reading and make it a more social and engaging experience for students.
Chiefgood is a nonprofit network that connects charities with donated digital advertising space and volunteer designers to create ads promoting their causes. This provides charities unprecedented exposure and access to advertising at no cost. Web publishers benefit by filling unused ad space, and charities gain awareness and traffic to their websites. Chiefgood has run successful campaigns driving millions of impressions and thousands of engagements for charities of all sizes. The network creates a win-win situation for charities, web publishers, and volunteers by leveraging technology and a crowd-sourced model.
Transcription is the process by which RNA is synthesized from a DNA template by RNA polymerase. It involves initiation at a promoter region, elongation as nucleotides are added to the growing RNA strand, and termination. While similar to DNA replication, transcription only uses one DNA strand as a template and does not require primers.
A Guide to SlideShare Analytics - Excerpts from Hubspot's Step by Step Guide ...SlideShare
This document provides a summary of the analytics available through SlideShare for monitoring the performance of presentations. It outlines the key metrics that can be viewed such as total views, actions, and traffic sources over different time periods. The analytics help users identify topics and presentation styles that resonate best with audiences based on view and engagement numbers. They also allow users to calculate important metrics like view-to-contact conversion rates. Regular review of the analytics insights helps users improve future presentations and marketing strategies.
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
Integrating Content Resources & Technology into Social Studies ClassMark Moran
The document summarizes Mark E. Moran's presentation on integrating web technology into social studies classrooms. It advocates using online primary sources and web tools to make learning more relevant and empower students as creators and global citizens. Specific strategies mentioned include using websites to find lesson plans and primary sources, having students collaborate online, and connecting classrooms internationally so students can learn from real-time experiences abroad.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
This document discusses the importance of social networking and participatory culture for education. It argues that students are increasingly engaging online in these new forms of media without guidance from teachers. It recommends that educators experience and engage with social networks themselves in order to provide mentorship to students and keep pace with emerging technologies. Participating in online communities like Commun-IT.org could help teachers experience social learning and build professional learning networks.
1) Social networking is increasingly becoming a participatory culture for both students and teachers, yet schools often block access to these sites.
2) For education to keep up with these changes, teachers need to experience social networking themselves in order to guide students.
3) Creating a social network just for educators can help address isolation, encourage collaboration, and facilitate reform by connecting teachers as learners.
The document discusses leveraging emerging technologies for teaching and learning. It notes that while most educators and parents believe schools are doing a good job using technology, less than half of students agree. The document advocates adapting teaching methods to today's digital students by using tools like social media, videos, and texts to increase engagement. It provides examples of web tools and resources that teachers can use to enhance learning in a way that matches students' technology skills and interests.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
Pittsburgh schools World Languages Technology Conference: June 25, 2010 use k...Toni Theisen
The document discusses how 21st century skills and digital tools can engage students as active global digital citizens. It advocates for collaboration, critical thinking, and creativity. Teachers are encouraged to engage students in meaningful, relevant tasks and build collaborative learning partnerships using tools like blogs, social media and games. When students collaborate online, they can work with others around the world to solve real-world problems.
The document discusses potential future changes to classrooms and education systems with the integration of new technologies. It describes how some classrooms still resemble the past with textbooks and desks facing forward, while some schools are experimenting with flipped classrooms where students watch lectures at home and work is done in class. It also discusses new models of self-learning environments using internet access and mentoring via video chat. Classroom games are highlighted as a way to engage students and positively impact behavior and collaboration through a gameplay approach to classroom rules.
This document discusses how various social media tools are being used for learning. It provides examples of how tools like social bookmarking (Delicious), blogging, microblogging (Twitter), file sharing (SlideShare, YouTube, Flickr), podcasting, social networks (Facebook, Ning), and collaboration tools (Google Docs, Wikipedia) are enhancing learning. Educators cite benefits like easy communication, sharing resources and student work, reflecting, facilitating connections between learners, and creating learning communities. The document also mentions tools like iGoogle that can help manage these various social learning tools.
The document discusses the need to reimagine schools for the 21st century. It advocates for a student-centered approach focused on inquiry, collaboration, and demonstrating mastery through projects rather than tests. Traditional classrooms emphasize recall and homework, whereas modern schools should focus on helping students develop understanding through projects, homework designed for understanding, and class participation over standardized tests. This new vision of education emphasizes preparing students for the real world by making learning relevant and integrated across subjects.
The document summarizes new tools and approaches for e-learning, including blogs, wikis, video sharing, and web-based office applications. It discusses how these tools enable new forms of collaborative and social learning, based on theories of communities of inquiry, identity production, and the wisdom of crowds. Examples are given of how reflection, autonomy, and participation in learning networks can help people learn.
Web 2.0: Balancing the Protection of Students and LearningKelli Montgomery
This document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that the skills needed in the 21st century, like creativity and collaboration, are better supported by Web 2.0 tools. BISD has embraced various social media like YouTube, blogs, wikis and Facebook to encourage student engagement and customizable learning. By taking risks with new technologies, BISD has seen a culture of assimilation where students and teachers actively use Web 2.0 tools to enhance learning. The document shares several examples of how BISD classes have incorporated social media to collaborate, share content, and democratize the learning process.
The document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that skills like critical thinking, creativity, and collaboration will be most important for the 21st century. BISD has embraced technologies like YouTube, wikis, blogs, and social networking to encourage student engagement and customizable learning. The district believes that learning is a social function and that they must harness the power of Web 2.0 to transform learning and remain relevant for students. Various examples are provided of how teachers and students in BISD are using technologies in creative ways to enhance learning.
The document discusses building advanced social networks at a large U.S. university to improve learning outcomes. It outlines the need to adapt university education for a changing world where skills like critical thinking and collaboration are essential. The author details their work developing social networking sites called "Island" for university classes using social objects to connect people and knowledge. Key goals are to provide tools to support learning communities and build a knowledge library through social interaction around shared interests and activities.
This document outlines strategies and actions that school librarians can take to advocate for and ensure the survival and success of school library programs. It discusses building relationships with key stakeholders like students, teachers, parents, administrators, and legislators. It also addresses ensuring the library program is student-centric and keeps up with emerging technologies, digital citizenship, and 21st century skills. Specific suggestions include showcasing student work, offering technology training, facilitating connectivity through tools like Skype, creating blogs and wikis, and keeping stakeholders informed of trends and opportunities through reports and resources. The overall message is that librarians must look to the future, cultivate relationships, and promote their value in order to survive and thrive.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
This document discusses best teaching practices for engaging digital native students, as outlined in Donna Walker Tileston's "Ten Best Teaching Practices". It recommends creating a supportive learning environment, incorporating varied teaching strategies, helping students make connections, teaching for long-term memory, promoting higher-order thinking, collaborative learning, bridging gaps, authentic assessments, real-world applications, and seamlessly integrating technology. Classroom examples are provided for each practice area.
68% of children under two spend an average of 2 hours per day using screen media. Today's college students have spent less time reading (5,000 hours) than playing video games (10,000 hours) and watching TV (20,000 hours). While students are accustomed to interactivity outside school, traditional classrooms provide little interaction and engagement compared to digital environments. Educators must make learning meaningful for students by understanding their interests, connecting lessons to the real world, and allowing technology use in schools. Failing to prepare students for a technology-driven future by restricting devices deprives many students of opportunities to develop crucial skills.
68% of children under two spend an average of 2 hours per day using screen media. Today's college students have spent less time reading (5,000 hours) than playing video games (10,000 hours) and watching TV (20,000 hours). While students are accustomed to interactivity outside school, traditional classrooms provide little interaction and engagement compared to digital environments. Educators must make learning meaningful for students by understanding their interests, connecting lessons to the real world, and allowing technology use in schools.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Overcoming Resistance to Teaching with
Technology and Online Resources
Mark E. Moran, Founder & CEO, Dulcinea Media
New Leaf in Learning, March 22, 2012
2. To view this presentation and
links to all resources we reference:
http://bit.ly/NewLeaf14
3. Mark E. Moran
Corporate attorney
Internet executive since 1998
Parent of three in grades 6, 9, 12
School-district committees
15 education conferences in past year
Hired 50 recent college grads since 2001
4. Our mission: to help educators
teach students how to use the
Internet effectively.
16. Question of the Hour
What are the principles that should guide
education companies and educators as they
support classroom teachers in
embracing online content, relevant
technology and a student-centered teaching
style?
17. “There is no textbook for what effective practice
looks like in continually morphing information
and communication landscapes.”
-- Joyce Valenza
High School Librarian
22. “Teachers waiting for a
workshop to show
them how to use
technology are never
going to do it.
Encourage them to
jump in and try
something.”
-- Brent Jort
Social Studies teacher
23. Technology is a TOOL…
“One of the enduring difficulties
about technology and education
is that a lot of people think about
the technology first and the
education later.”
-- Dr. Martha Stone Wiske
Harvard Graduate School of Education
24.
25.
26. Nintendo has been on a mission to expand the market.
The $250 Wii console has been stealing the show from
higher-powered consoles with high-tech bells & whistles.
Nintendo focused on making game play easier, more
intuitive and more appealing to a mass market.tive and
more appealing to a mass market.
•That bet paid off.
37. “Teachers don’t like the
words, ‘partial assembly
required.’”
-- Peter Pappas
Former HS Social Studies teacher,
now EdTech blogger & consultant
38.
39.
40. Give it to me when I need it
“The Battle of Gettysburg
happened in July, but I
need to see your material
on it when I teach it in
October.
Get my pacing guide.”
-- Jimmy Davey
HS Social Studies teacher
52. 11. Under-Resourcing. The initiative is not
accompanied by sufficient resources (e.g., time,
support, funding, training) to actually make it happen.
So why should we bother?
53. Ohio’s Galion Middle School
$250,000 ARRA grant
25% spent on professional development
A year of PD before any technology purchased
Exciting results, but encountering rocks
54. “Teachers can have tech savvy parents demonstrate
real-world applications of technology and help
bring non-tech savvy parents up to speed.”
-- Shelley Blake-Plock
55. 7. Concerns About Future Competence. Educators
can question their ability to be effective after a
change: Can I do it? How will I do it? Will I make it in
the new situation?
56.
57.
58. Personal Learning Networks
“Librarians cannot adequately retool if
they do not develop personal learning
networks.
Those who don’t drag us all down.”
-- Valenza/Johnson
65. Primary-Source Documents
Using primary sources, students learn to recognize that
the record-keepers, whether artists, politicians or
slaves, saw the world through a singular lens.
Linda Darling-Hammond, Stanford Education Professor, explains how US Schools spend 80% of classroom time on the skills needed in 10% of current jobs. Much more of a focus on basic skills than on problem solving or reasoning. http://dangerouslyirrelevant.org/2010/08/we-spend-80-of-our-classroom-time-on-the-skills-needed-for-10-of-our-jobs.html
Students feel in charge of information. Their landscape explored with expectation of choice, functionality, Control
Kids have answers in the palms of their hands.
The worst part of this is that SOME students are beginning to figure it out, with the aid of teachers, librarians, parents or their peers. This is creating “a new divide.”
Yet every study ever done on the subject shows that students are utterly lost when it comes to finding information online.
Kids cannot navigate the Internet alone. They end up as what Prof. Henry Jenkins called “Feral children of the Internet raised by the wolves of Web 2.0”
There are educators in most schools who play the role of superhero or evangelist. Too often, this person stands alone.
“ There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.”
Put yourself in their shoes
Unfortunately, studies also show that most educators lack the time and resources to familiarize themselves with with online resources or new technologies that have the potential to enhance learning.
They also generally lack the impetus – how many states have teacher evaluation systems that measure use of modern technology, or student mastery of 21 st century skills?
Keep it simple silly.
Do you know that before the Wii, Nintendo was an also-ran in the video game market behind Sony and Microsoft?
How did they get their groove back? Simplifying.
Does anyone recall what it was like to set up these? Do you know that Dell was once the dominant name in computers? Michael Dell once said that Apple should shut the company down and send its money back to its shareholders.
Has anyone ever set-up one of these? How easy was it? The box is even closed with a single piece of cellophane tape. You pull out the computer, plug in the mouse and keyboard, and plug in the computer.
Here ’s how things have worked out for Apple and Dell’s stock prices in recent years. Yes, the red line is Apple.
Here ’s an example of how we simplified. When we published our Web Guides, they looked like this. See the bread crumb trail on the upper right? We didn’t even have a search box. We thought people would happily click through the bread crumbs to find the big prize at the end.
What we didn ’t know was the paradox of the active user. If people won’t even read user manuals, how were we going to get them to click through bread crumbs? Mahopac – write my resume
Here ’s what we’ve come up with instead. This page has been visited 60,000 times in 6 months.
We made it even simpler; hundreds of thousands of views; however, NOT MANY click through all the way to the fifth page!!
And simpler.
If people must have a single search box, we decided to give it to them.
Another key consideration. Teachers don ’t want to hear in April about something they could use in October.
Now Uncle Jimmy can see our content, and that of Wikipedia and American Memory, on a timeline.
Do not recommend a product based on marketing materials or what someone else writes about it. Everyone shares relentlessly, without enough thought given to it. Don ’t aggregate, curate. You must thoroughly test-drive every product before you recommend it. You have an already skeptical audience – do not hurt your credibility with them.
Sales 101 – and we are “selling” – says you need to anticipate the other party’s objections, and be prepared to overcome them.
Déjà vu all over again. We always have these initiatives, the names change but the result is the same, they never go anywhere, I ’m not going to work hard on something when in fact the smartest thing I can do is not support it so that it withers sooner.
Tackle this head-on. Don ’t wait for negativity to spread. Don’t announce a grand initiative.
Joyce Valenza: don ’t water the rocks. Give everyone a chance, but once you know they won’t grow, save your precious resource. Water the flowers first.
If I change, it means what I was doing was wrong. I ’ll look like a fool.
Fumbling in the dark – I don ’t know where this might go.
This initiative has not been accorded enough resources to make it happen; why bother?
A shocked state from experiencing too much change, too fast). He thinks that due to the current accelerated pace of change, Americans are retreating into an idealized past rather than moving forward. ANA – NEXT TOWN I ’m competent now – I get lots of accolades – I might not in the new order - why change? Seth Godin – competent people are the enemy of change.
Shout-outs for those who do well! Newsletters, website, Facebook page – make those who are “competent” feel like they are falling behind.
These are some projects that students of Vicki Davis, aka Cool Cat Teacher, are working on. Vicki teachers at Westwood Schools, in Camilla, Georgia.
Allows teachers to connect on Twitter with questions, ideas and links. Co-Created by Web2.0Classroom founder Steven Andersen, you can find and answer queries or read through previous chats at anytime.
##SSChat
TED Talks Demystified for Teachers sorts TED Talks into easy search subjects ranging from music and mathematics to health.
Mary Johnson, Teacher librarian from Colorado Springs, CO Author of book on teaching w/primary sources
Mary Johnson, Teacher librarian from Colorado Springs, CO Author of book on teaching w/primary sources
Students are able to find testimonies from witnesses at The Nuremberg Trials and other documents in law, history and diplomacy.
OSU has taken the notoriously difficult to use Official Records on the Civil War and broken them down into easily accessible parts; allowing students easy access to Civil War primary documents.
American Rhetoric is an excellent site that allows students to search video and audio on US Presidents.
Miller Center at the University of Virginia; major speeches, other video and audio recordings.
The Museum of the Moving Image allows educators to access lesson plans including “What Makes An Effective Ad?” and “Political Ads in Historical Context” in addition to allowing students to watch presidential campaign commercials.
The LOC ’s Chronicling America offers digitized newspapers from 1836 through 1922 and allows students to see what reporters were writing about a hundred years ago.
A letter from President Harry Truman to Roman Bohnen on Mr. Bohnen ’s portrayal of President Truman in The Beginning of the End.
British Pathe offers 90,000 newsreels from 1896 to 1976.
Rag Linen – “first drafts of history”
Sports Illustrated Vault has full issues going back to 1954.
Museum Syndicate is a portal to online museums from around the world.
Arkansas Governor Orval Faubus explains why he called in the National Guard to bar the Little Rock 9
The BBC History site offers interactive timelines including allowing students to see history in context rather than isolated events.
YTTM.TV pulls videos and puts the videos in chronological order; this way students can get a real feel for what was happening in a particular year they are studying.
MovieMaker allows students to pull images from historical websites, write a narrative of the historical event they wish to cover and develop a movie in their own words on this event.
Allows students to upload photos, add songs, links and information to each photograph, which is an easy way for students to create an interactive source.
Games for Change “aim to leverage entertainment and engagement for social good” and to that end allows students to choose a personality to portray in a game to see their point of view and experience. For instance, in “Experience the Haiti Earthquake” a student can act as a journalist whose goal is to create a two-minute feature story on the earthquake for a major network.
The Ocean Portal not only offers educators lesson plan and activities by grade, but also interactive timelines, updated new online resources and videos on the ocean.
Here students and educators alike can find lesson plans, webinars and up-to-date news on genetic research.
Here students are able to use interactive tools to learn about the body ’s systems, allowing students to identify and place the body’s organs in the correct place.
The National Science Digital Library is a search engine that allows teachers to search for resources either by query or by subject. As the name implies, the NSDL focuses on math and science resources.
Wolfram Alpha is an excellent search engine that allows students to search things such as demographics, the weather, geography and even allows students to calculate.