This is a presentation of some Web 2.0 tools being used by teachers in the HWDSB. This was made at an OASBO conference on Feb 26th, 2010. The content is fairly generic as I did live demonstrations along with the supporting slides.
The document discusses organizing information on the internet using tags and social bookmarking. It introduces tags as non-hierarchical keywords assigned to information. Social bookmarking allows users to bookmark websites online and share them with networks through tags. Examples given are delicious.com and Wikipedia tag clouds. The document promotes attending Tech Tuesday webinars on related topics like online security and savvy surfing.
Cloud computing is the practice of using remote servers on the Internet to store, manage, and process data instead of local hardware. Popular cloud services include Dropbox for file sharing and storage, Google Drive for file backup and collaboration, Facebook for social networking, Twitter for sharing short messages, and Tumblr for microblogging and multimedia content. These services allow users to access and share files, photos, videos and other information from any device with Internet access.
SJA Tech Integration: Intro Meeting - 1/24/08 - No Audiojseamon
The document discusses potential technology integration projects at St. Johnsbury Academy, including creating an online community portal called Academics Manager for classes, developing wikis and advanced course management systems, using tablet PCs and document/media sharing tools, establishing podcasting and videocasting, implementing social bookmarking and open source software, conducting online surveys, and utilizing voice/video collaboration platforms. Next steps proposed are to make policy recommendations, form an Executive Technology Committee, and design a technology boot camp for students.
Virtual field trips (VFTs) allow students to visit places they cannot physically go by gathering and presenting information online. To create a VFT, one needs a computer, internet access, software like Word or Publisher to make a web file, and a place to post the file for students like a school website. Examples of VFTs could include creating electronic worksheets (e-sheets) using Word that students can complete, print, email, or save.
The document provides an introduction to digital information services and web 2.0 technologies. It defines web 2.0 as network platforms that span connected devices and allow users to deliver and remix data from multiple sources to create network effects. The document then lists and briefly describes several popular web 2.0 services, including Google services, sites for photos/videos, social networking, file sharing, academic resources, and search tools.
This document discusses building an online academic identity using Web 2.0 technologies. It encourages researchers to use social media like blogs, wikis, Twitter, Facebook, and YouTube to highlight their work, build networks of colleagues, source collaborators, and stay up-to-date in their field. The document outlines how researchers can benefit from using these tools to rapidly share information, publish their work at no cost, and crowdsource feedback to gauge opinion. It emphasizes that researchers' future contacts and networks will increasingly interact online, so maintaining an online presence is important for professional identity and influencing ideas in one's field.
Dropbox is a cloud storage and file synchronization service that allows users to access and share files across multiple devices. It was founded in 2007 by Drew Houston and Arash Ferdowsi and launched publicly in 2008. Dropbox automatically syncs and backs up files across a user's devices, allowing them to access and edit files from any computer or mobile device. It replaces the need for USB drives and emailing files by providing easy access and sharing of files stored in the cloud.
Web 2.0 represents the second generation of the World Wide Web and is characterized by more user-generated content, greater interactivity, and participation through social media and networking. Key aspects of Web 2.0 include easy publishing of content by users, social networking and collaboration, open exchange of data between websites and applications, and interactive user experiences. Sir Tim Berners-Lee originally envisioned the Web as a collaborative medium where people could meet, read, and write online, and Web 2.0 has helped realize this vision through user contributions and interactivity.
The document discusses organizing information on the internet using tags and social bookmarking. It introduces tags as non-hierarchical keywords assigned to information. Social bookmarking allows users to bookmark websites online and share them with networks through tags. Examples given are delicious.com and Wikipedia tag clouds. The document promotes attending Tech Tuesday webinars on related topics like online security and savvy surfing.
Cloud computing is the practice of using remote servers on the Internet to store, manage, and process data instead of local hardware. Popular cloud services include Dropbox for file sharing and storage, Google Drive for file backup and collaboration, Facebook for social networking, Twitter for sharing short messages, and Tumblr for microblogging and multimedia content. These services allow users to access and share files, photos, videos and other information from any device with Internet access.
SJA Tech Integration: Intro Meeting - 1/24/08 - No Audiojseamon
The document discusses potential technology integration projects at St. Johnsbury Academy, including creating an online community portal called Academics Manager for classes, developing wikis and advanced course management systems, using tablet PCs and document/media sharing tools, establishing podcasting and videocasting, implementing social bookmarking and open source software, conducting online surveys, and utilizing voice/video collaboration platforms. Next steps proposed are to make policy recommendations, form an Executive Technology Committee, and design a technology boot camp for students.
Virtual field trips (VFTs) allow students to visit places they cannot physically go by gathering and presenting information online. To create a VFT, one needs a computer, internet access, software like Word or Publisher to make a web file, and a place to post the file for students like a school website. Examples of VFTs could include creating electronic worksheets (e-sheets) using Word that students can complete, print, email, or save.
The document provides an introduction to digital information services and web 2.0 technologies. It defines web 2.0 as network platforms that span connected devices and allow users to deliver and remix data from multiple sources to create network effects. The document then lists and briefly describes several popular web 2.0 services, including Google services, sites for photos/videos, social networking, file sharing, academic resources, and search tools.
This document discusses building an online academic identity using Web 2.0 technologies. It encourages researchers to use social media like blogs, wikis, Twitter, Facebook, and YouTube to highlight their work, build networks of colleagues, source collaborators, and stay up-to-date in their field. The document outlines how researchers can benefit from using these tools to rapidly share information, publish their work at no cost, and crowdsource feedback to gauge opinion. It emphasizes that researchers' future contacts and networks will increasingly interact online, so maintaining an online presence is important for professional identity and influencing ideas in one's field.
Dropbox is a cloud storage and file synchronization service that allows users to access and share files across multiple devices. It was founded in 2007 by Drew Houston and Arash Ferdowsi and launched publicly in 2008. Dropbox automatically syncs and backs up files across a user's devices, allowing them to access and edit files from any computer or mobile device. It replaces the need for USB drives and emailing files by providing easy access and sharing of files stored in the cloud.
Web 2.0 represents the second generation of the World Wide Web and is characterized by more user-generated content, greater interactivity, and participation through social media and networking. Key aspects of Web 2.0 include easy publishing of content by users, social networking and collaboration, open exchange of data between websites and applications, and interactive user experiences. Sir Tim Berners-Lee originally envisioned the Web as a collaborative medium where people could meet, read, and write online, and Web 2.0 has helped realize this vision through user contributions and interactivity.
The World Wide Web was invented in 1990 by Tim Berners-Lee and Robert Cailliau while they were working at CERN, the European Organization for Nuclear Research. Tim Berners-Lee invented both HTML and HTTP, the core technologies used to request and transmit web pages on the internet. The World Wide Web makes retrieving information from the massive amount available on the internet easy and quick by allowing resources to be identified by URLs and interconnected through hyperlinks. It contributed greatly to creating a global database of information and simplifying access to content in any format from a wide range of devices.
iUser2011 Keynote: The Personal Information Environment beyond the Personal C...Alan Dix
Keynote at iUser 2011 in Malaysia
Abstract:
The interface to personal computers has changed little in more than 30 years since the landmark Xerox Star. Beneath layers of metaphor for the user and window management system abstractions for the developer, there is a deep underlying model of disk + processing + screen & mouse/keyboard. While the mouse and physical keyboard have sometimes morphed into touch screen and soft keyboard, and network and cloud devices masquerade as local disks, the underlying model is unchanged. However, users have seen their personal information, which was previously fragmented one filing system, email, etc. further dispersed onto Flickr, cloud services and social networks. To some extent mobile platforms, iOS, Android, Windows ME, present a different model, but if anything often heavily fire-walled Apps further fragment the user experience. What might a personal information environment be like that took seriously the fact that the objects of interest to a user are photos and documents, not files stored on disks, jobs to be done not apps?
Slideshare is a free online platform that allows users to upload and share presentations publicly or privately. Users can upload presentation files from PowerPoint or other formats up to 20MB in size. Uploaded files are converted to Flash format for viewing online without transitions between slides. The platform allows users to tag and organize uploaded files, embed YouTube videos, and add audio to create webinars. Users can delete uploaded files by logging into their Slideshare account, selecting files from their uploads page, and clicking the delete button.
The document discusses various communication channels used between faculty and students including instant messaging, email, websites, voice mail, social networking sites, text messages, voice/video calls, and blogs. It provides brief descriptions of each channel such as text messaging involving the exchange of written messages between mobile devices, email enabling remote access without a computer, websites containing content like text and videos, and blogs as websites where users record opinions regularly.
The document discusses the evolution of the web from a network of linked documents accessible to humans, to a network of linked data accessible to machines through semantic technologies. It outlines the development of linked open data starting in the early 2000s with projects publishing data in RDF/XML. This allowed machines to understand relationships between things, not just documents, enabling new applications and insights. The document argues this emerging "Web of Data" will allow machines to help humans gain new understandings by making sense of the vast amounts of machine-readable knowledge online.
Dropbox is a cloud storage and file sharing service that allows users to access and sync files across multiple devices. It was founded in 2007 by Drew Houston and Arash Ferdowsi to address Houston's problem of losing track of USB drives. Dropbox uses AES-256-bit encryption to securely store and sync files across users' computers, phones, and the Dropbox cloud. Key features include file sharing, mobile access, version history, and file recovery. Users can install Dropbox on computers and mobile devices, then drag and drop files to their Dropbox folder to sync and share files seamlessly across all their devices.
The document summarizes a technology training event for educators. It lists the organizers and topics to be covered including cloud computing, communication tools, collaboration tools, and various web 2.0 technologies like Gmail, Google accounts, instant messaging, Skype, Twitter, Flickr, SlideShare, YouTube, Facebook, and online conferencing tools. The goals are to build skills for 21st century learning and teaching through facilitating information sharing, collaboration, participation and communication using these technologies.
WizIQ and Haiku are web-based learning management systems that allow for online and collaborative learning. They provide features such as live audio and video sharing, file sharing, discussions, assignments and assessments. Both platforms are free to use and accessible anywhere with an internet connection. They enable teachers to create and manage course content as well as communicate and collaborate with students remotely. These tools represent the future of social learning through remote and interactive educational experiences.
The document provides an overview of the World Wide Web. It discusses that the World Wide Web is a way of exchanging information between computers on the Internet using browsers to view pages of images, text, and sounds. The agenda outlines topics like the background of the WWW being invented in 1989 at CERN, its structure involving clients, servers, and pages constructed with HTML, and fundamental concepts like hypertext links and URLs. Examples are given and it discusses the growth of the WWW and difference between the Internet and World Wide Web.
The document discusses key aspects of the internet including that it is a global network connecting millions of computers without any single owner. It describes common internet elements like hyperlinks, web browsers, websites, homepages, and email which allow users to access and share information online by downloading and uploading files as well as exchanging messages.
This document defines and explains common online terms used on the internet. It describes what a URL is, that the WWW is the start of websites using HTTP, and that HTML uses codes and tags to create web pages. It also outlines what email is and some popular email services, that wikis are editable information sources but sometimes unreliable, and that podcasts are like streaming radio accessed via the internet. It further explains that streaming delivers media content, social networking connects people online, web feeds provide continuous updates, blogs are online diaries, and online chat, VoIP, social bookmarking connect users in various ways.
This document discusses the history and evolution of the World Wide Web. It begins with an overview of Web 1.0, which allowed for static, read-only content created by experts. Web 2.0 enabled user-generated content and participation through tools like blogs, wikis, and social media. Some propose that Web 3.0, or the Semantic Web, will incorporate artificial intelligence to enable machines to better understand web pages like humans. The future of the web is predicted to involve greater connectivity between online and offline data through technologies like cloud computing, microformats, and linking currently isolated information "silos."
All the networks inserted are ways for me to interact with friends and colleagues on a daily basis. Making it easier for us to share school work or socialize frequently.
This document discusses online collaboration and collaborative tools. It defines online collaboration as allowing groups to work together in real-time over the internet. Web conferences provide live audio/video communication for meetings and presentations. The document provides examples of collaborative tools like Facebook Groups, WordPress, G Suite, Google Docs, and Trello that allow multiple users to work together online. It emphasizes that collaborative tools are most effective when group members work towards a common goal.
This document discusses online resources and their advantages and disadvantages for learning. Some key online resources mentioned include blogs, which are websites that display user-generated content in reverse chronological order; e-journals, which are online versions of traditional print journals; wikis, which allow online collaboration to develop website content; and e-books, which are electronic versions of printed books that can be read digitally. The document notes benefits of online resources like lower costs, flexibility of learning anywhere and anytime, and easy sharing of materials, but also disadvantages such as reliance on internet access and technical skills and a lack of in-person interaction.
This document introduces e-collaboration tools that can be used for online discussions, content sharing, and collaboration. It discusses what e-collaboration is and provides examples of common online collaboration tools such as Yahoo Groups and Google Groups. The document then focuses on introducing the Zoho collaboration tool, explaining what Zoho is, its features which include online office applications and storage, and instructing users how to sign up for an account.
The World Wide Web is an information space where documents and other web resources are identified by Uniform Resource Locators, interlinked by hypertext links, and can be accessed via the Internet.
The document summarizes key changes to the new science curriculum including:
- Evaluating overall expectations rather than specific ones.
- Emphasis on STSE expectations to set the context for learning.
- Swapping of biology strands between grades 9 and 10.
- Replacing the motion unit with optics in grade 10.
- Changes to prerequisite charts and new environmental science courses.
- Highlights of specific changes to units and expectations in biology, chemistry, physics and other disciplines.
- Design of STSE expectations to set context, apply knowledge through scaffolded lessons, and differentiate assessment.
- Organization of curriculum around big ideas and integrating scientific investigation skills.
This document discusses how new Web 2.0 tools can support literacy and provides examples of tools for students and teachers. It describes Audacity for podcasting, Google Docs for collaborative writing, and Google Notebook for research. It recommends starting with one new tool per semester to build experience and provides a link to view the full presentation on slideshare.net.
The World Wide Web was invented in 1990 by Tim Berners-Lee and Robert Cailliau while they were working at CERN, the European Organization for Nuclear Research. Tim Berners-Lee invented both HTML and HTTP, the core technologies used to request and transmit web pages on the internet. The World Wide Web makes retrieving information from the massive amount available on the internet easy and quick by allowing resources to be identified by URLs and interconnected through hyperlinks. It contributed greatly to creating a global database of information and simplifying access to content in any format from a wide range of devices.
iUser2011 Keynote: The Personal Information Environment beyond the Personal C...Alan Dix
Keynote at iUser 2011 in Malaysia
Abstract:
The interface to personal computers has changed little in more than 30 years since the landmark Xerox Star. Beneath layers of metaphor for the user and window management system abstractions for the developer, there is a deep underlying model of disk + processing + screen & mouse/keyboard. While the mouse and physical keyboard have sometimes morphed into touch screen and soft keyboard, and network and cloud devices masquerade as local disks, the underlying model is unchanged. However, users have seen their personal information, which was previously fragmented one filing system, email, etc. further dispersed onto Flickr, cloud services and social networks. To some extent mobile platforms, iOS, Android, Windows ME, present a different model, but if anything often heavily fire-walled Apps further fragment the user experience. What might a personal information environment be like that took seriously the fact that the objects of interest to a user are photos and documents, not files stored on disks, jobs to be done not apps?
Slideshare is a free online platform that allows users to upload and share presentations publicly or privately. Users can upload presentation files from PowerPoint or other formats up to 20MB in size. Uploaded files are converted to Flash format for viewing online without transitions between slides. The platform allows users to tag and organize uploaded files, embed YouTube videos, and add audio to create webinars. Users can delete uploaded files by logging into their Slideshare account, selecting files from their uploads page, and clicking the delete button.
The document discusses various communication channels used between faculty and students including instant messaging, email, websites, voice mail, social networking sites, text messages, voice/video calls, and blogs. It provides brief descriptions of each channel such as text messaging involving the exchange of written messages between mobile devices, email enabling remote access without a computer, websites containing content like text and videos, and blogs as websites where users record opinions regularly.
The document discusses the evolution of the web from a network of linked documents accessible to humans, to a network of linked data accessible to machines through semantic technologies. It outlines the development of linked open data starting in the early 2000s with projects publishing data in RDF/XML. This allowed machines to understand relationships between things, not just documents, enabling new applications and insights. The document argues this emerging "Web of Data" will allow machines to help humans gain new understandings by making sense of the vast amounts of machine-readable knowledge online.
Dropbox is a cloud storage and file sharing service that allows users to access and sync files across multiple devices. It was founded in 2007 by Drew Houston and Arash Ferdowsi to address Houston's problem of losing track of USB drives. Dropbox uses AES-256-bit encryption to securely store and sync files across users' computers, phones, and the Dropbox cloud. Key features include file sharing, mobile access, version history, and file recovery. Users can install Dropbox on computers and mobile devices, then drag and drop files to their Dropbox folder to sync and share files seamlessly across all their devices.
The document summarizes a technology training event for educators. It lists the organizers and topics to be covered including cloud computing, communication tools, collaboration tools, and various web 2.0 technologies like Gmail, Google accounts, instant messaging, Skype, Twitter, Flickr, SlideShare, YouTube, Facebook, and online conferencing tools. The goals are to build skills for 21st century learning and teaching through facilitating information sharing, collaboration, participation and communication using these technologies.
WizIQ and Haiku are web-based learning management systems that allow for online and collaborative learning. They provide features such as live audio and video sharing, file sharing, discussions, assignments and assessments. Both platforms are free to use and accessible anywhere with an internet connection. They enable teachers to create and manage course content as well as communicate and collaborate with students remotely. These tools represent the future of social learning through remote and interactive educational experiences.
The document provides an overview of the World Wide Web. It discusses that the World Wide Web is a way of exchanging information between computers on the Internet using browsers to view pages of images, text, and sounds. The agenda outlines topics like the background of the WWW being invented in 1989 at CERN, its structure involving clients, servers, and pages constructed with HTML, and fundamental concepts like hypertext links and URLs. Examples are given and it discusses the growth of the WWW and difference between the Internet and World Wide Web.
The document discusses key aspects of the internet including that it is a global network connecting millions of computers without any single owner. It describes common internet elements like hyperlinks, web browsers, websites, homepages, and email which allow users to access and share information online by downloading and uploading files as well as exchanging messages.
This document defines and explains common online terms used on the internet. It describes what a URL is, that the WWW is the start of websites using HTTP, and that HTML uses codes and tags to create web pages. It also outlines what email is and some popular email services, that wikis are editable information sources but sometimes unreliable, and that podcasts are like streaming radio accessed via the internet. It further explains that streaming delivers media content, social networking connects people online, web feeds provide continuous updates, blogs are online diaries, and online chat, VoIP, social bookmarking connect users in various ways.
This document discusses the history and evolution of the World Wide Web. It begins with an overview of Web 1.0, which allowed for static, read-only content created by experts. Web 2.0 enabled user-generated content and participation through tools like blogs, wikis, and social media. Some propose that Web 3.0, or the Semantic Web, will incorporate artificial intelligence to enable machines to better understand web pages like humans. The future of the web is predicted to involve greater connectivity between online and offline data through technologies like cloud computing, microformats, and linking currently isolated information "silos."
All the networks inserted are ways for me to interact with friends and colleagues on a daily basis. Making it easier for us to share school work or socialize frequently.
This document discusses online collaboration and collaborative tools. It defines online collaboration as allowing groups to work together in real-time over the internet. Web conferences provide live audio/video communication for meetings and presentations. The document provides examples of collaborative tools like Facebook Groups, WordPress, G Suite, Google Docs, and Trello that allow multiple users to work together online. It emphasizes that collaborative tools are most effective when group members work towards a common goal.
This document discusses online resources and their advantages and disadvantages for learning. Some key online resources mentioned include blogs, which are websites that display user-generated content in reverse chronological order; e-journals, which are online versions of traditional print journals; wikis, which allow online collaboration to develop website content; and e-books, which are electronic versions of printed books that can be read digitally. The document notes benefits of online resources like lower costs, flexibility of learning anywhere and anytime, and easy sharing of materials, but also disadvantages such as reliance on internet access and technical skills and a lack of in-person interaction.
This document introduces e-collaboration tools that can be used for online discussions, content sharing, and collaboration. It discusses what e-collaboration is and provides examples of common online collaboration tools such as Yahoo Groups and Google Groups. The document then focuses on introducing the Zoho collaboration tool, explaining what Zoho is, its features which include online office applications and storage, and instructing users how to sign up for an account.
The World Wide Web is an information space where documents and other web resources are identified by Uniform Resource Locators, interlinked by hypertext links, and can be accessed via the Internet.
The document summarizes key changes to the new science curriculum including:
- Evaluating overall expectations rather than specific ones.
- Emphasis on STSE expectations to set the context for learning.
- Swapping of biology strands between grades 9 and 10.
- Replacing the motion unit with optics in grade 10.
- Changes to prerequisite charts and new environmental science courses.
- Highlights of specific changes to units and expectations in biology, chemistry, physics and other disciplines.
- Design of STSE expectations to set context, apply knowledge through scaffolded lessons, and differentiate assessment.
- Organization of curriculum around big ideas and integrating scientific investigation skills.
This document discusses how new Web 2.0 tools can support literacy and provides examples of tools for students and teachers. It describes Audacity for podcasting, Google Docs for collaborative writing, and Google Notebook for research. It recommends starting with one new tool per semester to build experience and provides a link to view the full presentation on slideshare.net.
The document discusses grade 7-8 science curriculum. It defines science as using processes to obtain knowledge about nature and as an organized body of knowledge obtained through these processes. Science is dynamic, creative, and continuously assessed new evidence to modify theories. The Ontario curriculum aims to make students scientifically literate by relating science to society, developing skills for inquiry and problem solving, and understanding basic concepts. It provides an example experiment on bird flight to teach students about variables, recording information, the scientific method, and how scientific ideas change with new evidence.
The document discusses arguments that have been made for a moral duty to pay taxes. It examines arguments from religious literature that there is a duty to pay taxes because God commands it or to avoid harming one's religious community. However, the document critiques these arguments, noting that God did not write the Bible and it would not make sense to pay taxes to support evil regimes. The document also considers arguments of a duty to other taxpayers, but questions how fair share is determined and whether governments always deserve what they demand in taxes. Overall, the document analyzes traditional justifications for a duty to pay taxes but finds logical flaws in assuming such a duty is absolute.
This document provides an overview of ethics for registered tax practitioners and bookkeepers in South Africa. It discusses the differences between morals and ethics, the role of professional codes of conduct and various professional bodies. It outlines the regulation of tax practitioners, including the registration procedure and requirements for practicing. The roles of internal controls and external auditors to ensure accurate accounting records are also summarized.
ethical issues in tax evasion. In business, theres always a situation where one has to choose one of the 2 things:
1) ethics 2) profits
one has to decide whether profits are more important than ethics
Este documento define y clasifica la novela contemporánea. Define la novela como una obra de ficción en prosa que narra una historia para entretener al lector. Luego describe elementos característicos como personajes, cronotopos, focalización y estructura. Finalmente, clasifica las novelas en varios tipos como novela histórica, de aventuras, detectivesca, testimonio y más.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
The document discusses cloud computing and provides examples of cloud applications and services. Some key benefits of cloud computing mentioned include potential cost savings, access to files and applications from anywhere, and collaboration capabilities. Some concerns referenced are security of confidential data stored in the cloud and compliance with laws regarding data location and access. Examples of using cloud services for file sharing, universal access, and collaborative work are outlined.
The document outlines essential technologies for wired educators, including having a laptop with wireless capability. It recommends technologies like Elluminate, podcasts, TED Talks, and various web 2.0 applications. It highlights cloud computing through Google Docs for creating and sharing documents from any internet-connected computer and allowing collaboration. The document provides links for product tours of Google Docs and getting started with cloud document creation and sharing.
Google Docs allows users to create, edit, and share documents online from any computer. It provides advantages over traditional office software by allowing real-time collaboration, access from any device, and version tracking. While it has fewer formatting options than Word, it is well suited for collaborative drafting, sharing files, and basic editing needs. Users should be aware of storage limits, export issues, and security considerations when using Google Docs.
Living and Learning in the Cloud: Online Services and FreewareBenjamin Kreeger
Evernote allows users to take notes, save webpages, photos and files in a searchable digital notebook that can be accessed from any device with an internet connection. Dropbox provides online file storage and syncing across devices so that files are always up to date. Google offers many free "cloud" services including Gmail for email, Google Docs for documents, Google Calendar, and Picasa for photo storage and sharing, all of which can be accessed from any computer through an internet browser.
Virtual office applications allow users to access, create, and collaborate on documents from any computer with an internet connection. Examples include Google Docs, Sheets, and Slides, which allow real-time collaboration on documents, spreadsheets, and presentations. Other applications mentioned are Zoho Office Suite, ThinkFree Office, and OpenOffice, which provide similar functionality both online and offline. Virtual offices offer cost savings compared to traditional offices by facilitating sharing and collaboration from anywhere.
Google Documents allows users to create and collaborate on documents, spreadsheets, and presentations online in real time. It offers familiar desktop features for editing and formatting. Documents can be shared with others and edited simultaneously. Previous file formats can be uploaded and files are safely stored online and can be accessed from any device. Documents are organized into folders and users control who is able to view and edit their files.
Basic tools for language teachers: ITILTShona Whyte
This document provides recommendations for 12 digital tools and 1 low-tech tool for language education. It summarizes each tool, including how to set up and use passwords with LastPass, using Google apps like Drive and Docs for planning, collaboration, and feedback, using Padlet as an online message board, using link shorteners, using Evernote for note-taking, using Dropbox for file sharing and collaboration, using Weebly to create student websites, using VLC and Audacity for audio tools, using Twitter for finding resources, using Scoop.It for curating resources, and using Plickers for low-tech classroom polling. The document is intended as an introduction and guide to these tools for language educators.
Low-Cost, High-Gain Technologies for Teachingbrettssu
Slideset from seminar given to faculty of Middle East Technical University. Goals was to share some interesting examples of technologies for teaching and learning that were relatively simple and inexpensive.
This document evaluates several group collaboration tools for business use. It provides criteria for an effective tool, including security, file sharing, real-time communication, unlimited users and storage, and video chat. Several tools are reviewed: GroupMe is a mobile app for chat rooms but lacks video and desktop access; Dropbox allows file sharing but isn't as good for teamwork; Skype enables meetings but has quality and setup issues; Google Docs and Twiddla both enable real-time collaboration but Docs is chosen as the best option for its ease of use, file sharing and editing capabilities, and ability to communicate through multiple channels while being free.
This document evaluates several group collaboration tools for business use. It provides criteria for an effective tool, including security, file sharing, real-time communication, unlimited users and storage, and video chat. Several tools are reviewed: GroupMe is a mobile app for chat rooms but lacks video and desktop access; Dropbox allows file sharing but isn't as good for teamwork; Skype enables video meetings but has quality and setup issues; Google Docs and Twiddla both enable real-time collaboration but Docs is selected as the overall best option due to its ease of use, file sharing features, and ability to communicate through multiple channels including text chat.
Technology Taster: Slideshare, Google Docs, et ceteraLTU IOE
This document summarizes tools for sharing and collaborating on presentations online. It discusses services like SlideShare and Google Docs that allow uploading and embedding presentations on websites. While online tools limit features like animations and transitions, they enable collaboration in real-time and across devices. The document also outlines other Google Docs and Zoho applications for collaborative writing, spreadsheets, forms, and databases.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
Cloud computing provides on-demand access to shared computing resources like servers, storage, databases, networking, software, analytics and more over the Internet. It offers benefits like cost savings, agility, focus on strategic initiatives and convenience of accessing resources from anywhere on any device. While it reduces the need to purchase and manage your own IT systems, risks like loss of connectivity, regulatory compliance and security need to be considered for cloud adoption. The document discusses different cloud service and deployment models and considerations for organizations in utilizing cloud computing.
This document provides summaries of several cloud computing tools including Buzzword for document collaboration, Google Docs for documents, spreadsheets and presentations, SlideShare for sharing presentations, Windows Live SkyDrive for online storage, Evernote for capturing information across devices, Media Convert for converting file formats, and TinyURL for shortening long URLs.
This document discusses technology tools that can be used to create a paperless classroom. It introduces tools for teaching, promoting creativity and collaboration, and designing student-centered learning opportunities, including the iPad apps Evernote, Dropbox, Google Drive, Voicethread, and Blackboard. It explains how these tools can save paper, money, and time while creating a more efficient and organized learning environment. It also covers considerations for creating a paperless classroom like equipment needs and managing time and expenses.
The document summarizes various tools that can be used by 21st century teachers, grouping them into 20 categories. It provides brief 1-2 sentence descriptions of popular tools in each category, such as Google Docs for online office suites, Moodle for course authoring/management, Jing for screencasting, and wikis in Moodle for collaboration. The document aims to inform teachers about different digital tools available across a wide range of uses.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
4. CLOUD COMPUTING
Information is stored
in the “cloud”
The cloud is just an
offsite server
Double edged sword;
convenience vs access/
security
5. POLLEVERYWHERE
Free version allows you to create polls for up to 30
responses
Can vote via text message, web browser or Twitter
Responses can be downloaded
6. GOOGLE DOCS
Word processing, spreadsheets, presentations and
forms
Documents can be shared with others to allow
realtime editing
Saves in common formats (.doc, .xls, .ppt)
Revision history allows you to see edits that have
been made
7. EVERNOTE
Great for research (collect as you go)
Maintains the links that exist in a web document
Allows you to create notes (written, pics, web
clippings)
There is both a desktop application as well as a web-
based service
You can share the notebooks with others
8. PBWORKS
Wiki site
Great for creating flexible “notes”
Revision history maintained (for revision)
Can link content to students via login ID
9. JING/AUDACITY
Great tools for creating content quickly
Jing is a basic screen capture tool that allows you to
voice over as you work on your computer
Audacity allows you to record audio to create
podcasts
Both are freeware
12. TOODLEDO
Online ToDo list creator
Lists can also be opened on an iTouch or iPhone
Can set notifications or alerts when a ToDo item is
coming up
All stored on the “cloud”
13. DROPBOX
Online file-sharing system
Files that are shared are “dropped” onto your
desktop
Doesn’t require a constant connection to have access
to your files
Can access files from any computer than is connected
14. SAFETY CONSIDERATIONS
Who own’s the data?
What happens when you aren’t able to get online?
What if the data is lost/destroyed?
What if your account is “hacked”?