The document provides information about ePals, a social learning network that allows K-12 students and teachers to connect, communicate, and collaborate globally. It discusses how ePals can be used to facilitate international partnerships between classrooms to conduct collaborative projects. Specific examples are given of different types of projects undertaken by classrooms in various countries using ePals' communication and collaboration tools. Tips and guidance are also provided on finding suitable international partners and setting up a classroom profile on ePals.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
TWB Canada is a non-profit organization that aims to close the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers over 3-4 week periods. TWB Canada also partners with local NGOs and conducts needs assessments and follow up visits to participating schools. The goal is to empower teachers and students through technology and collaboration on global projects.
Presented to teachers at the Sonoma County Office of Education on August 4, 2015 for the eduIMPACT Summit.
Presented to teachers at Sonoma State University on August 5, 2015 for the North Bay International Studies Project's Global Dialogue Workshop.
View this presentation on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education.pdf
View the generic version on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education_--_depersonalized.pdf
Copy of Back To-From the Future TESOL 2015Joseph Ng
The document summarizes the reflections of English learners and teachers in Canada on the past, present, and future of English language teaching. It discusses the history of English language pedagogy from grammar translation to communicative language teaching. It also examines the history of technology in language learning from mainframes to modern mobile-assisted language learning. Finally, it shares the results of a small survey conducted with Canadian English learners and teachers, which indicated concerns about the roles of technology and pedagogy in the future of English language classrooms.
The document discusses iEARN, a global non-profit network that connects teachers and students around the world through online collaborative projects. It provides examples of past iEARN projects involving students from multiple countries exchanging information and getting to know each other's cultures. The document also outlines the benefits of iEARN projects for students, including developing research, writing, and collaboration skills while learning about other places and cultures.
ELT + IT Call for a Balance - Keynote Senegal 2013Michael Krauss
The document discusses integrating technology (IT) with English language teaching (ELT), noting both benefits like improved language learning as well as challenges like the digital divide and lack of infrastructure in Senegal. It considers questions around how ELT+IT helps students attain 21st century literacy skills and how teachers can prepare for integrating technology through self-education and professional development opportunities. The role of the teacher is described as a "player-coach" who both leads and participates in technology-enhanced language learning.
International educator and ISTE Board member, Julie Lindsay, shares her global journey via this short presentation delivered at the ISTE 2011 Opening Ceremony, Philadelphia, USA
See blog post http://123elearning.blogspot.com/2011/06/international-journey.html
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
TWB Canada is a non-profit organization that aims to close the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers over 3-4 week periods. TWB Canada also partners with local NGOs and conducts needs assessments and follow up visits to participating schools. The goal is to empower teachers and students through technology and collaboration on global projects.
Presented to teachers at the Sonoma County Office of Education on August 4, 2015 for the eduIMPACT Summit.
Presented to teachers at Sonoma State University on August 5, 2015 for the North Bay International Studies Project's Global Dialogue Workshop.
View this presentation on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education.pdf
View the generic version on Wikimedia Commons here:
https://commons.wikimedia.org/wiki/File:Wikipedia_%26_Why_It_Belongs_In_Education_--_depersonalized.pdf
Copy of Back To-From the Future TESOL 2015Joseph Ng
The document summarizes the reflections of English learners and teachers in Canada on the past, present, and future of English language teaching. It discusses the history of English language pedagogy from grammar translation to communicative language teaching. It also examines the history of technology in language learning from mainframes to modern mobile-assisted language learning. Finally, it shares the results of a small survey conducted with Canadian English learners and teachers, which indicated concerns about the roles of technology and pedagogy in the future of English language classrooms.
The document discusses iEARN, a global non-profit network that connects teachers and students around the world through online collaborative projects. It provides examples of past iEARN projects involving students from multiple countries exchanging information and getting to know each other's cultures. The document also outlines the benefits of iEARN projects for students, including developing research, writing, and collaboration skills while learning about other places and cultures.
ELT + IT Call for a Balance - Keynote Senegal 2013Michael Krauss
The document discusses integrating technology (IT) with English language teaching (ELT), noting both benefits like improved language learning as well as challenges like the digital divide and lack of infrastructure in Senegal. It considers questions around how ELT+IT helps students attain 21st century literacy skills and how teachers can prepare for integrating technology through self-education and professional development opportunities. The role of the teacher is described as a "player-coach" who both leads and participates in technology-enhanced language learning.
International educator and ISTE Board member, Julie Lindsay, shares her global journey via this short presentation delivered at the ISTE 2011 Opening Ceremony, Philadelphia, USA
See blog post http://123elearning.blogspot.com/2011/06/international-journey.html
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
The document summarized the Global Classroom project from 2011-2012. It discussed how the project connected over 300 teachers from 41 countries on 6 continents. It highlighted some of the collaborative projects teachers participated in, and shared stories from several teachers about the impact on their students, including developing relationships with students in other parts of the world. It concluded by thanking participating teachers and providing details on how to stay involved in the future.
The document discusses the debate around incorporating new technology into traditional classrooms. While some schools have replaced books entirely with technology, most argue that a balanced approach is best. Effective 21st century classrooms integrate technology to supplement but not replace textbooks, lectures, and human interaction. Schools need to provide students experience with technology for their future careers but also maintain traditional elements that support learning. The optimal approach is to thoughtfully combine old and new methods so they coexist in a mutually reinforcing way.
1. The document discusses various technologies that can be used in the classroom such as wikis, blogs, podcasts, and social networking sites.
2. It encourages teachers to engage students in their own learning using technologies like virtual book studies, online collaboration tools, and mobile devices.
3. Examples are given of ways technologies can transform education, such as using smartphones to deliver English lessons, implementing virtual textbooks, and facilitating online learning environments.
This document summarizes the emergence of the concept of "digital natives" to describe today's students and discusses some of the key concepts related to how these students interact with and use technology. It traces the development of the digital native model from 2001 onward and also discusses some of the criticism of this model. Finally, it touches on several topics relevant to digital natives, including reading habits, privacy, copyright, social networks, gaming, and creativity.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
The document discusses two websites - Talk About Primary Languages and EPALS Global Community - that provide online resources and collaboration opportunities for educators. Talk About Primary Languages allows teachers to share lessons, ideas, and materials for teaching primary language students. EPALS Global Community connects classrooms internationally so students can work on collaborative projects and learn about other cultures. The document argues that these online networks are valuable for teacher professional development and integrating technology into student learning.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
This fast-paced, high-energy presentation will explore the implications for living, teaching, and learning in a world of infinite knowledge - where today’s tools support learning everywhere and all the time.
Second World Congress on e-Learning - Shifting the Goal Posts: The Changing L...Michael Barbour
Barbour, M. K. (2011, September). Shifting the goal posts: The changing landscape of primary and secondary education and how that affects e-learning in higher education. A keynote presentation at the 2o congreso mundial de e-learning (Second World Congress on e-Learning) in Cartagena, Columbia.
The Wikipedia Education Program in Armenia 2015 - English Language VersionAnna Koval
View on Wikimedia Commons in English:
https://commons.wikimedia.org/wiki/File:Anna_Koval%27s_Wikipedia_Education_Program_Slidedeck_for_Armenia_2015_--_English_language_version.pdf
View on Wikimedia Commons in Armenian:
https://commons.wikimedia.org/wiki/File:Anna_Koval%27s_Wikipedia_Education_Program_Slidedeck_for_Armenia_2015_--_Armenian_language_version.pdf
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
21st Century Skills: What do Adult Educators Need to Know?Marian Thacher
This document discusses how 21st century skills have changed and what adult learners need to know to thrive. It focuses on how technology is changing reading, communication, and education. Key points discussed include how digital textbooks and eBooks are becoming more common, how social media like Facebook and Twitter can be used for learning, and how smartphones are increasingly how people access the internet. Skills like creativity, collaboration, and digital literacy are emphasized as important for both employment and further education.
The document discusses the use of wikis in elementary school classrooms. It describes wikis as collaboratively authored documents that can be used for assignments, research projects, and communication. The document outlines different types of wikis and how they can support collaboration among students. However, it notes that teachers and media specialists in one elementary school lack training in using wikis and other web 2.0 tools. The document argues that providing professional development and adequate time for students to work on wikis in school could help teachers implement wikis to improve collaboration.
This document discusses the rise of digital textbooks and the evolution of the textbook industry. It begins by looking at early examples of digital textbooks in Virginia and California in the late 2000s. It then examines how ebook sales surpassed print book sales by 2011. The document outlines different paths publishers are taking to transition to digital formats, such as digital versions of physical books, interactive tablet apps, and subscription-based online textbooks. It also explores how states are adapting legislation and funding models to support the shift to digital. Overall, the document analyzes the disruption of the textbook market and how publishers and educators are responding to the transition to digital content.
The document discusses how schools are changing to meet the needs of 21st century learners and the digital generation. It notes that students now spend over 7 hours per day using digital media and are constantly connected online. Schools need to shift practices to focus on collaboration, communication, critical thinking and creativity through more socially-based and digitally-rich learning that extends beyond the classroom. The challenges include updating infrastructure, policies and teacher training to support mobile and personalized learning experiences for students.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
This document discusses the development of cyberschools and virtual learning environments. It provides details on:
- Growing trends in online K-12 education and the motivation to create virtual schools
- International demand for online learning driven by needs to cut costs and create flexible learning environments
- Emergence of technologies that allow any teacher to become a curriculum writer and reliance on online content over textbooks
- Examples of virtual school networks, learning management systems, and private online learning providers
- Procedures for developing cyberschool partnerships and assurances for quality online course standards.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
The document discusses lessons learned from the Programme for International Student Assessment (PISA) about what makes education systems successful. It finds that top-performing systems view all students as capable of achieving high standards, implement clear and ambitious goals aligned across the education system, and focus on developing high-quality teachers through attractive career opportunities and ongoing professional development.
This document discusses the Graduation Portfolio System, which is a performance-based assessment approach that leads students to demonstrate college readiness and global competence through portfolios of their work. The system is centered around performance outcomes aligned to common core standards in six subject areas. Teachers design assessment tasks using a template that incorporates the performance outcomes and rubrics. Students then complete sample tasks like a visual montage assignment reflecting on human nature, and teachers can identify which domains and globally-focused features the tasks address using a performance outcomes worksheet. The system is meant to be an ongoing cycle that improves students' and teachers' work across the curriculum.
The document summarized the Global Classroom project from 2011-2012. It discussed how the project connected over 300 teachers from 41 countries on 6 continents. It highlighted some of the collaborative projects teachers participated in, and shared stories from several teachers about the impact on their students, including developing relationships with students in other parts of the world. It concluded by thanking participating teachers and providing details on how to stay involved in the future.
The document discusses the debate around incorporating new technology into traditional classrooms. While some schools have replaced books entirely with technology, most argue that a balanced approach is best. Effective 21st century classrooms integrate technology to supplement but not replace textbooks, lectures, and human interaction. Schools need to provide students experience with technology for their future careers but also maintain traditional elements that support learning. The optimal approach is to thoughtfully combine old and new methods so they coexist in a mutually reinforcing way.
1. The document discusses various technologies that can be used in the classroom such as wikis, blogs, podcasts, and social networking sites.
2. It encourages teachers to engage students in their own learning using technologies like virtual book studies, online collaboration tools, and mobile devices.
3. Examples are given of ways technologies can transform education, such as using smartphones to deliver English lessons, implementing virtual textbooks, and facilitating online learning environments.
This document summarizes the emergence of the concept of "digital natives" to describe today's students and discusses some of the key concepts related to how these students interact with and use technology. It traces the development of the digital native model from 2001 onward and also discusses some of the criticism of this model. Finally, it touches on several topics relevant to digital natives, including reading habits, privacy, copyright, social networks, gaming, and creativity.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
The document discusses two websites - Talk About Primary Languages and EPALS Global Community - that provide online resources and collaboration opportunities for educators. Talk About Primary Languages allows teachers to share lessons, ideas, and materials for teaching primary language students. EPALS Global Community connects classrooms internationally so students can work on collaborative projects and learn about other cultures. The document argues that these online networks are valuable for teacher professional development and integrating technology into student learning.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
This fast-paced, high-energy presentation will explore the implications for living, teaching, and learning in a world of infinite knowledge - where today’s tools support learning everywhere and all the time.
Second World Congress on e-Learning - Shifting the Goal Posts: The Changing L...Michael Barbour
Barbour, M. K. (2011, September). Shifting the goal posts: The changing landscape of primary and secondary education and how that affects e-learning in higher education. A keynote presentation at the 2o congreso mundial de e-learning (Second World Congress on e-Learning) in Cartagena, Columbia.
The Wikipedia Education Program in Armenia 2015 - English Language VersionAnna Koval
View on Wikimedia Commons in English:
https://commons.wikimedia.org/wiki/File:Anna_Koval%27s_Wikipedia_Education_Program_Slidedeck_for_Armenia_2015_--_English_language_version.pdf
View on Wikimedia Commons in Armenian:
https://commons.wikimedia.org/wiki/File:Anna_Koval%27s_Wikipedia_Education_Program_Slidedeck_for_Armenia_2015_--_Armenian_language_version.pdf
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
21st Century Skills: What do Adult Educators Need to Know?Marian Thacher
This document discusses how 21st century skills have changed and what adult learners need to know to thrive. It focuses on how technology is changing reading, communication, and education. Key points discussed include how digital textbooks and eBooks are becoming more common, how social media like Facebook and Twitter can be used for learning, and how smartphones are increasingly how people access the internet. Skills like creativity, collaboration, and digital literacy are emphasized as important for both employment and further education.
The document discusses the use of wikis in elementary school classrooms. It describes wikis as collaboratively authored documents that can be used for assignments, research projects, and communication. The document outlines different types of wikis and how they can support collaboration among students. However, it notes that teachers and media specialists in one elementary school lack training in using wikis and other web 2.0 tools. The document argues that providing professional development and adequate time for students to work on wikis in school could help teachers implement wikis to improve collaboration.
This document discusses the rise of digital textbooks and the evolution of the textbook industry. It begins by looking at early examples of digital textbooks in Virginia and California in the late 2000s. It then examines how ebook sales surpassed print book sales by 2011. The document outlines different paths publishers are taking to transition to digital formats, such as digital versions of physical books, interactive tablet apps, and subscription-based online textbooks. It also explores how states are adapting legislation and funding models to support the shift to digital. Overall, the document analyzes the disruption of the textbook market and how publishers and educators are responding to the transition to digital content.
The document discusses how schools are changing to meet the needs of 21st century learners and the digital generation. It notes that students now spend over 7 hours per day using digital media and are constantly connected online. Schools need to shift practices to focus on collaboration, communication, critical thinking and creativity through more socially-based and digitally-rich learning that extends beyond the classroom. The challenges include updating infrastructure, policies and teacher training to support mobile and personalized learning experiences for students.
What am I good at?
What do I enjoy doing?
What values are important to me?
The journey to success begins with the question “What do you want to do?”
Except you no one else can define success for you. For Donald Trump, success meant making lots of money. For Ted Turner, it meant building a media empire that could challenge the major networks. For Albert Einstein it meant unraveling the secrets of the universe. For mother Theresa it meant ministering to the needs of the destitute in India.
You won’t really succeed unless the things you accomplish bring you pleasure and satisfaction.
This document discusses the development of cyberschools and virtual learning environments. It provides details on:
- Growing trends in online K-12 education and the motivation to create virtual schools
- International demand for online learning driven by needs to cut costs and create flexible learning environments
- Emergence of technologies that allow any teacher to become a curriculum writer and reliance on online content over textbooks
- Examples of virtual school networks, learning management systems, and private online learning providers
- Procedures for developing cyberschool partnerships and assurances for quality online course standards.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
The document discusses lessons learned from the Programme for International Student Assessment (PISA) about what makes education systems successful. It finds that top-performing systems view all students as capable of achieving high standards, implement clear and ambitious goals aligned across the education system, and focus on developing high-quality teachers through attractive career opportunities and ongoing professional development.
This document discusses the Graduation Portfolio System, which is a performance-based assessment approach that leads students to demonstrate college readiness and global competence through portfolios of their work. The system is centered around performance outcomes aligned to common core standards in six subject areas. Teachers design assessment tasks using a template that incorporates the performance outcomes and rubrics. Students then complete sample tasks like a visual montage assignment reflecting on human nature, and teachers can identify which domains and globally-focused features the tasks address using a performance outcomes worksheet. The system is meant to be an ongoing cycle that improves students' and teachers' work across the curriculum.
This document discusses an international studies program between UCLA and an LA Unified School District K-12 school called the International Studies Learning Center (ISLC).
Each grade from 6th to 12th focuses on a different world region, learning about its geography, culture and current issues. UCLA faculty and centers provide resources and guidance to help integrate international topics into various subjects. The goal is to introduce students to diverse global perspectives and prepare them for an interconnected world.
This document provides guidance on effective unit planning that is aligned with national and state standards. It discusses key concepts like backward design, identifying desired learning outcomes, determining appropriate assessments, and planning learning experiences. Two sample units are presented - one on families and one on Chinese painting, specifically the painting "Along the River During Qingming Festival." The painting unit outlines enduring understandings, essential questions, language functions, evidence of learning, resources, and learning scenarios for different proficiency levels.
This document summarizes a presentation on the NYU-ECNU Joint Chinese Language Teacher Preparation Program between New York University and East China Normal University from 2007-2013. It describes the collaboration between the two universities to develop Chinese language teachers through an exchange program, where students earn a B.A. in Teaching Chinese as a Foreign Language from ECNU and an M.A. in TCFL from NYU. Over the six years, 27 students graduated from the program and have found jobs teaching Chinese in schools in China and the U.S. The presentation reflects on the learning experiences of the students, their experiences teaching, and feedback on the joint program.
The document discusses how Korea achieved the highest secondary education rate in the world. It provides historical context on Korea's emphasis on education dating back to Confucian influences that valued scholarship. Private schools emerged in the early 20th century as part of the independence movement against Japanese occupation. After World War 2 and the Korean War, the government prioritized education to aid economic recovery and development, establishing policies like free public education to boost attainment rates which ultimately led Korea to having the highest secondary education completion rate globally.
This document discusses an organization that brings international teachers to US schools through a State Department program to foster global learning. Over the past 20 years, more than 8,000 teachers from over 50 countries have participated in the program. The organization believes that combining well-supported school leaders, international teachers, and professional development creates transformative experiences for students, teachers, and parents and helps build world-class schools. The document also lists three panelists who will discuss their experiences with the international teacher program.
TED began in 1984 as a gathering for innovators and leaders in technology, entertainment, and design. It has since become a global platform for spreading ideas through TED Talks videos and live speakers at TEDx events around the world. TEDx events are independently organized in multiple cities and bring people together to explore ideas through discussions sparked by TEDTalks videos and local speakers. In 2009, over 230 TEDx events were held in 25 languages across 80 countries.
Presentation by Kimberly Green, Executive Director, National Association of State Directors of Career Technical Education Consortium on the webinar Connecting Career and Technical Education to World Languages.
This document describes a process drama teaching case study conducted at an Australian secondary school that used drama techniques to teach Chinese language and culture to non-Chinese background students. The drama project involved students writing and performing a play based on the film Kung Fu Panda in Chinese class over several weeks, with teacher guidance. The case study discusses the implementation of the drama activities and lessons learned regarding effective use of drama approaches in secondary school Chinese language education.
The document summarizes Chinese studies and teacher certification programs available at the University of Rhode Island (URI). It describes partnerships between URI and Minzu University of China to offer a dual master's degree program, where students would complete one year of study in China and one year at URI. It provides details on certification requirements, coursework options, and assessments needed for Chinese teacher certification in Rhode Island.
The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and how to address them through setting clear expectations and individual accountability.
The document discusses a panel discussion on launching, sustaining, and expanding Chinese language programs in urban public schools, focusing on three major concerns: developing an appropriate curriculum, securing qualified staff, and effectively marketing and recruiting for the programs. Examples are provided of partnership opportunities between schools and outside organizations that can help meet the needs of diverse Chinese language learners.
The document discusses gaining knowledge and understanding of other cultures. It explains that students should demonstrate understanding of the relationship between the practices and perspectives of the culture studied, as well as the products and perspectives. It defines culture's products as the tangible and intangible aspects of daily life. It describes a culture's practices as patterns of behavior accepted by society. It outlines that a culture's perspectives are the traditional ideas, attitudes, and values, including the underlying beliefs or values that justify products and practices.
El documento habla sobre la esencia del restaurante Danny's, que es el rock en español e inglés. Explica brevemente el origen del rock and roll y algunos de sus pioneros como Elvis Presley, Bill Haley, Chuck Berry y Little Richard. Luego describe los servicios que ofrece el restaurante bar como variedad de comidas y bebidas, música de rock en español y otras, reservaciones, solicitar decoración para eventos y los números de contacto.
El documento describe el método científico, que implica hacer observaciones y preguntas, formular hipótesis, recolectar y analizar datos, y sacar conclusiones. El objetivo general es mejorar la calidad de vida de la sociedad a través del desarrollo del conocimiento humano y la solución de problemas.
Overview of ePals: Global Community, Classroom Matching, SchoolMail, projects, forums, media galleries to post student work, and more. SchoolMail is free while SchoolMail365 is a paid product, the most powerful email system in the marketplace for K12 learners. Download to read the "notes" on each slide. Sign up for an ePals 101 webinar at: http://epals.101.sgizmo.com
The document discusses ePals, a global online platform that connects classrooms and students around the world through email and blogging. It allows students to communicate with "ePals" in other countries to learn about different cultures while developing writing skills. Schools and districts can use ePals' free, teacher-monitored communication tools to link their students with global peers in a safe, secure environment.
In this tutorial, we will share an overview of the ePals Global Community and outline why you will find it a valuable teaching tool for you and your classroom
TWB Canada is a non-profit organization dedicated to closing the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers, and follow-up visits are conducted. TWB Canada also partners with local NGOs and governments. It encourages global collaboration between students using tools like wikis and video projects to promote education in developing countries.
The Asia Society Partnership for Global Learning uses technology to connect K-12 students worldwide through interactive videoconferencing, streaming video, social networking, and participatory filmmaking. The Global Nomads Group aims to foster dialogue and understanding among youth by bridging cultural boundaries and instilling appreciation for different cultures. Their programs assist teachers with innovative lesson plans using interactive technologies and address educational standards through globally focused learning opportunities.
The document discusses how technology has changed communication in the 21st century and provides ideas for using Skype in the classroom. It also discusses using ePals and similar websites to connect classrooms globally and have students communicate with other classes around the world.
This document summarizes a workshop about E-Pals, a free online pen-pal service that connects educators and students from over 200 countries. The workshop will teach attendees how to use E-Pals, see examples of student work, and help attendees set up their own E-Pals account. E-Pals allows students to safely communicate with an "e-pen-pal" to practice language skills and learn about other cultures while being monitored by teachers. Using E-Pals helps students meet World Language and ISTE technology standards by facilitating international collaboration, communication, and cultural exchange.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Helping teachers connect their students with the worldjobbo1
This document provides resources to help teachers develop globally competent students. It lists several projects and tools that can help students investigate the world, weigh perspectives, communicate ideas, and take action. Some of the highlighted resources include Around the World with 80 Schools for video conferencing with international classrooms, My Wonderful World to expand geographic learning, and The Global Read Aloud Project for connecting classrooms internationally around reading the same book.
Global Classroom 2011-12: Looking Forwards, Looking BackMichael Graffin
The slides and recording links for the Global Classroom Project (2011-12) Closing Webinar.
Our next project launches in late September 2012. Please visit our blog (http://theglobalclassroomproject.wordpress.com) for more information.
Web 2.0 Applications: At Home and SchoolJulie Evans
The document summarizes key findings from the 2008 Speak Up survey conducted by Project Tomorrow. The survey gathered responses from over 1.3 million K-12 students, teachers, parents, and administrators regarding technology use. It found a "digital disconnect" between how students live and learn, with students highly engaged with technologies outside of school but facing obstacles to using them in school. Students said the #1 tool that could impact learning is being provided a laptop for personal use at school and home.
Learn many ways to globalize your curriculum through service-learning. Includes Heifer International, RESPECT-Refugees, iEARN, Peace Corps, Nyaka School
The Net Generation at School: Balancing Student and Faculty ExpectationsStaci Trekles
A presentation about the Net Generation and how faculty can balance their expectations with the expectations of their students when it comes to working and learning with digital technologies, including the Internet.
This document summarizes strategies for transforming global education with curriculum-based digital media. It discusses three exemplars - Panwapa virtual world, International Children's Digital Library, and Sesame Chinese - that leverage media to teach children across borders. The document also outlines next steps for schools, including developing a global elementary school prototype, adapting international education guides, participating in online teacher communities, and testing model elements like Panwapa and the Children's Digital Library.
Thank you for the overview of the ePals Global Community. I have a better understanding of how it can connect classrooms internationally and support authentic learning experiences for students through digital collaboration and intercultural exchange.
The document provides an agenda and overview for a webinar on digital content and the Speak Up research project. It introduces the presenters and discusses key findings from the 2008 Speak Up data on how K-12 students are using technology for schoolwork and their aspirations for greater use. Students report dissatisfaction with limits on technology use at school and desire more flexibility to use their own devices and access resources remotely.
Petra's Planet for Schools is an online learning environment that allows students to safely develop digital skills and make global friends. It features simplified email, chat, games and opportunities for students to connect with "twin classes" in other schools. Teachers can guide students as they learn communication, collaboration and cultural awareness through sharing blog posts and ideas with partner classes. A free trial is available to help teachers and students experience the engaging and motivational features of Petra's Planet.
Frances M. Siracusa applies for an award recognizing excellence in foreign language instruction using technology. She earned a degree in educational technology and integrates technology extensively in her Spanish classroom. She uses iPads and apps to create paperless and engaging lessons, projects, and assessments. Students develop strong Spanish skills and 21st century competencies through collaborative global projects, presentations, and communication using technology. Siracusa shares her successes by presenting at conferences and maintaining a professional website.
This was a session prepared for a presentation for the Victorian Department of Education and Early Childhood Development's Innovation Showcase. (Australia)
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
Similar to Integrate Authentic Global Collaboration and Communication in Student Learning (20)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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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.
4. Israel – United Nations – USA – Haiti India – Brazil – Switzerland – Kenya France – Japan – Greece – Thailand
5. Hill City Elementary Bringing the world to rural Kansas through social networking
6. Statewide projects with ePals Maine : 150,000 students Wisconsin : 800,000 Pennsylvania : 1.8 million students, Classroom For the Future Kansas : 400,000 students, on the state’s KanEd portal Colorado : 800,000 students through eNet Colorado
7. Example profile: Students learning to speak English 190+ Turkish teachers have submitted profiles in 2011! (All seek English speakers.)
13. ePals Brings Next-Generation Solutions to Schools free -- students and their teachers locate, connect with and work collaboratively with another class free -- secure online communication for students, parents, teachers and administrators, instant translation in 58 languages. “Problem word” filter and ability to control how widely students can send/receive email.
14. ePals Brings Next-Generation Solutions to Schools NEW in Feb. 2011! Safe, secure online communication for students, teachers, administrators, parents. ICT administrator can establish school-safe usage policies . Used by New York City Schools. $4/student + setup fee. No ads. A virtual workspace optimized for creating, sharing, managing and collaborating on educational content. Integrated web 2.0 tools: SchoolBlog, wikis, forums, digital portfolios, cloud-based storage and ePals SchoolMail, all with industry-leading safety and security for K-12 schools.
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19. Waterloo Junior High School in Waterloo, IL, USA is part of the Globally Connected World! Your school can be also. It is just a Snap!
42. We'd like you to meet our ePals from Brazil Mrs. Russell's First Grade Glenwood Elementary Vestal, NY
43. School: EMEIF "Terezinha do Menino Jesus Porto Wuó" Town: Santa Branca State: Sao Paolo Country: Brazil Hello From Sao Paolo, Brazil
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45. Our square is being rebuilt. See how our town is a hilly place!
46. Collaboration across the Digital Divide : New York Students and their ePals in Botswana A story of global connections that transcend socio-economic status, culture and place.
47. Students from the Guangxi School, China Shared language and cultural awareness, China-San Diego, ages 16-18
48. Their California ePals These teachers have worked together for eight years….some projects are just a few weeks or months!
89. Filter Levels Level 1 All messages must be approved by the monitor, whether they contain profanity or not. Level 2 Messages containing profanity must be approved by the monitor, but unflagged messages will reach their recipients automatically. The monitor will also receive a copy of every unflagged message. Level 3 Messages containing profanity must be approved by the monitor, but unflagged messages will reach their recipients automatically. The monitor will not see unflagged messages. Level 4 All profanity filters are off.
93. Six Access Levels (when set up as a district account) Class/Monitor Students are limited to mailing other students who have the same monitor. Choose this access level if you want students to use email only for internal exercises within the classroom . School Students are limited to mailing students and teachers in the same school. Choose this access level if you want students to use email only for school-based projects and communication . District This option, available only if your ePALS SchoolMail™ system includes multiple schools, limits students to mailing students and teachers at schools created within your system. Choose this access level if you want students to use email only for district- and school-based projects and communication . and…….
94. Six Access Levels (widening the walls) ePALS SchoolMail™ This restricts student communication to other students with an ePals SchoolMail account regardless of school / district. ePals Allows students to communicate with other students with active accounts in the ePals Global Community . Internet This option allows your students to email anyone with an email address , whether they are inside your district, part of ePALS or using the Internet through other means. Choose this access level to allow students to email anyone, anywhere . Note: as a teacher, you might then go to Filter Level 1 and preview all outgoing and incoming messages.
Partnership for Global Learning 2011, Rockville, MD July 8, 2011
In the UK, every classroom must have a collaborative partner. How about in YOUR school? One of the challenges of doing collaboration is getting a partner and having a way to communicate safely. ePals offers both!
Ask to figure out what YOU know….. Then consult with two others sitting by you….combining your knowledge, how many do you know? Demonstration that you know more when you are collaborating.
Here are the answers….left to right, top to bottom BRIC = Brazil Russia India China
This is a picture of Anita Kerbaugh and her grade 4 class from Hill City! This K-8 school won the global education award, in part because every classroom in the school has some global collaborative project. The school is 100 miles from the nearest Wal-Mart….definitely a rural area!
These are states where the leadership in education has examined ePals and decided that it should be used throughout the state. They have examined the safety and security aspects, as well as the opportunities for student learning, and want to encourage wider use. In all these states, there are a few large urban areas and then a great number of rural schools. Maine Connects : 150K students http://www.epals.com/connects/usa/maine Wisconsin Connects : 800K students http://www.epals.com/connects/usa/wisconsin Pennsylvania Connects : 1.8 million students http://www.epals.com/connects/usa/pennsylvania Project supported by Holly Jobe for Pennsylvania Classroom For the Future (high school reform) Kansas : 400K students On the state’s KanEd portal Colorado : 800K students through eNet Colorado
Some examples of the organizations that ePals works with. National Geographic has invested in ePals and also has given us a seat on their board and has a seat on our board. You will see many digital assets from NatGeo used in ePals too! Eduteka joins ePals, bringing Spanish-language content and a Spanish-speaking community of educators Do you want Spanish teachers to have pen pals for their classes? Do you want high school classes to collaborate with southern hemisphere classes? (in school from April-December) Many technology and business classes for high school, also ESL classes are available
Vestal Central School District (Vestal, New York) Students and teachers from Vestal made international classroom-to-classroom connections through the global ePals community with schools in India, Sweden, South Korea, Germany and Brazil. Through the use of ePals safe email and blogs, they practiced literacy skill building via shared book reading, foreign language practice with native speakers, learned about other countries and cultures, shared maps and photos of their lives and home in upstate New York with their ePals classrooms across the globe. Vestal teachers integrated ePals technology and community as an essential communication and collaboration tool connecting both educator and learner. Teachers reported their students being more on-task, having a motivational purpose for their reading and an authentic peer audience for their writing. As evidenced in their work, collaborating with their epals across the globe encouraged Vestal students to use proper sentence structure, punctuate and spellcheck their work as they cared about what they were sending.
Many email collaborations begin by sharing personal and community information. Sometimes pictures are exchanged. A gr. 1 teacher can find many “teachable moments” from a photo like this. How many boys? How many girls? (counting) What are they wearing that is like what we wear? (comparison/contrast) How does this class look like our class?
Students are excited to discover that schools in different parts of the world can look very different from their own. This is a GREAT way to kick off the school year with kids of all ages. A child in NY said, “My dad drives a car just like that VW bug…but we don’t have palm trees outside our school.”
Even grade 1 students can write simple sentences (with help from teacher/parent). The vocabulary of their environment is a great way to start reading and writing.
New York and Botswana: A story of global connections that transcend socio-economic status, culture, and place. This is a class in a very affluent area of New York, and they partnered with a class in a very remote area of Botswana. After one month of weekly collaboration, they exchanged photographs. Notice what they are holding over their shoulders in the picture. Notice that the children in Botswana are playing soccer without shoes! The kids in America sent them soccer shoes. What do you think the response was of the children in Botswana? – They considered the shoes too precious to wear, except to church on Sunday. They did not want to get the shoes dirty.
California and Southern China: A story that embraces shared language and cultural awareness. The students involved in this partnership used the English version of SchoolMail on a daily basis to communicate. They also used SchoolBlog to share photos in a safe and protected way. A high school English teacher in San Diego has been paired for 8 years with a Chinese teacher who teaches English in a “tech school.”
The California students learned about Chinese culture, and the Chinese students learned English and about American culture. In China, people who speak English, understand American culture and can use computers can get good jobs!
The 4th grade class at Roseville Avenue Elementary School in Newark Public Schools used a protected and multi-lingual school email solution and global classroom network called ePals Classroom Exchange for email letter writing exchanges twice a week with an ePals peer classroom in Bologna, Italy. At the end of the school year, those students scored 72.4% on the New Jersey State ASK4 Language Arts Literacy Test, a 30 point higher score on the state standardized test than the previous year's fourth grade class, which had been taught by the same teacher, using the same curriculum and goals. Twice a week, the students were required to read and write proper email letters using the ePals SchoolMail solution as part of the curriculum. Students became increasingly motivated to email their peers and gradually increasing the amount of reading and writing they normally would perform each week. The Newark pilot also suggests students may be more motivated to do classroom assignments with a collaborative peer using email, than for the teacher with pencil and paper. "Students studied volcanoes, collected photos of famous Italian cities, ruins, Mt. Etna, and corresponded in email letters on specific topics. They learned to create and send Microsoft PowerPoint presentations, even created a class Haiku poetry book, which they brought home to parents and sent electronically to Italy. Using email and connecting the students with a peer enabled more literacy skill building to occur and they were self-motivated knowing other students would be receiving their work,” said Newark teacher Mary Carille .
This story was shared during a training in Louisiana last year. At the morning break, the classroom teacher stopped to tell about this project that she had completed through ePals last year! Our Story The 2nd grade classes at LeBleu Settlement Elementary participated in the Louisiana Region V Teaching, Learning, and Technology Center's (TLTC) Making Collaborative Connections (MC2) project by partnering with another class in Plymoth, Devon, United Kingdom using the ePals global community. This is our story! To begin we learned all the safety precautions that must be taken when children are utilizing the Internet. Then we introduced the students to email using ePals. After practicing sending email to each other we began sending emails to the students of Pomphlett Primary. The students had so much fun reading emails from their new friends. They learned many ways they were alike as well as different. To follow up the emails the student groups wrote about different aspects of their schools and videoed themselves to create a "documentary" about their school and community. We then exchanged "culture parcels" with the other class. It was great fun to receive mail from our new friends including their DVD, newspaper, soccer magazine, a popular English comic, English candy (confections), and post cards on which the students wrote messages about the pictures. We included our DVD, local newpaper, a visitor's guide for Southwest Louisiana, postcards, small bottles of Tobasco hot sauce, small packages of Tony Chachere's seasoning, Mardi Gras beads, a Cajun cookbook, postcards, an American Flag pin, and a stack of brochures about Southwest Louisiana.
Loudoun schools have videoconference equipment and are encouraged to use it!
Searching by Location is also fun! If you are involving your students in the search, you might enjoy projecting our interactive map on a screen. You may select the continent, or ask a student volunteer to make a recommendation. This is a great way to review geography.
Awareness of countries increases!
Note that the original profile was typed in Spanish. To ease searching, we translated it into Spanish and added that to the profile. That way, when someone is searching in English, they will turn up profiles with the key words in English, even though the original content wasn’t in English. In this example, the words “Greek and Roman mythology” might be important for the search!
The most common 13 languages are first, and the others are below, both in alphabetical order.
Primary school…..ages 10-12
“ College” in France….ages 11-12!
Then You’ll Click My Profile and complete.
We collect information that is NOT displayed. For example, we ask for the school address and phone number, but that is not displayed for the public. That is so we can verify that there IS such a school and that the people who claim to be teachers there…are teachers there!
A sample description has some key info highlighted.
A Successful Profile includes a variety of pieces of information. Plan to provide as much detail as possible about yourself, your students, and your classroom project. We have included this slide and the next within the participant handout. Participants will find that this handy checklist is a great reference tool as they compose and submit their own profile during the training.
A successful profile includes: age-range of class (age in years as well as grade level); language(s) the students speak; location of the classroom; location of desired partner; methods with which you would like to collaborate (email, postal mail, blogs, video conferences) If you are interested in a particular method of communication, but do not know how to undertake it (i.e. you want to do a video conference but don't know how) please indicate this.); Length of desired collaboration (school year, semester, a week, one-time exchange, etc.); Frequency of desired collaboration (weekly, monthly, at holidays); Topic of desired collaboration (the more specific the better. Global warming is better than science).
“ mediate the forums” means that anything a student writes, we preview before posting it. It does slow down the discussion, but it guarantees that nothing inappropriate is posted.
In Maine, we are using maine.epals.com for ALL schools. In Wisconsin and Pennsylvania, we are using wisc.epals.com or pa.epals.com for districts smaller than 5,000 students or for individual schools in the state.
In Maine, we are using maine.epals.com for ALL schools. In Wisconsin and Pennsylvania, we are using wisc.epals.com or pa.epals.com for districts smaller than 5,000 students or for individual schools in the state.
ePALS SchoolM@il™ filters words it considers to be profanity when detected in student messages. When questionable language is detected on student incoming or outgoing email, you will be able to read the email and either approve or delete it. If you approve the student email that was caught on the filter, it will be sent to its intended recipient. If you delete the student email that was caught on the filter, it will not be sent to the intended recipient.
ePals offers a range of filter levels to keep students safe. ePALS SchoolMail™ filters words it considers to be profanity when detected in student messages. This filter level can be adjusted for each individual student or for your building.
This is the inbox for your monitored mail. Notice the tabs at the top of the screen. You can use those tabs to go back and forth between your own teacher ePals email account and your student monitored mail. Note: You’ll see flag marks next to student monitored mail messages on the right side of the screen. Click the message hyperlink to check a student message that has been flagged on the filter system.
This is what you’ll see when you actually read the student message. You’ll have the ability to see both incoming and outgoing student messages when they are flagged on the filter system. Note: Depending upon the content of the message, you’ll click approve or delete. You might also choose to forward questionable messages to your building desktop administrator for extra support depending upon your building policy.
ePals offers a range of access levels to keep students safe. ePALS SchoolMail™ access level determines where students can send email to and receive email from.
LearningSpace regularly updates its security suite of tools to provide the most current versions possible.
LearningSpace regularly updates its security suite of tools to provide the most current versions possible.
NOTE: If you want to see more stories of collaboration, get the two-part PPT shows available on scribd.com.