Pln prof.org ppt_fa13
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This document defines a personal learning network (PLN) as a network of people from whom a learner derives knowledge to contribute to their professional development, without having to know or meet those people personally. It describes how a PLN works by experts/scholars sharing available information with the learner, who then filters and produces new information to share, creating a mutually beneficial relationship. It outlines the benefits of a PLN for teachers, including becoming aware, connected, empowered and confident learners. Core elements of developing a successful PLN are connecting with new people, contributing your expertise, collaborating through conversations, and requesting help from your network.
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Pln spr14
A personal learning network (PLN) consists of the people from whom a learner derives knowledge to contribute to their professional development, even if the learner does not know or meet those people personally. A PLN is developed through making connections on social media and online platforms to form a network of experts, scholars, and others who share information. To be successful with a PLN, learners should actively participate by connecting with others, contributing their own expertise, collaborating through conversations that develop relationships, and requesting information from their network.
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This document compares Twitter and Edublogs as platforms for personal learning networks (PLNs). PLNs are composed of individuals networked together who share information and resources. Twitter allows users to follow hashtags to access relevant information and most professional organizations use it to keep members informed. Edublogs enable educators to collaborate and receive immediate feedback from students, and can be used for assessment. While social networks can facilitate PLNs, PLNs incorporate multiple resources for information, unlike social networks which focus on communication and entertainment.
Education & Technology
Microcomputers can be used in education for both administrative and instructional purposes. Administratively, they can manage grades, attendance, and communication. Instructionally, they can enable computer-assisted learning through simulations and accessing information sources. Web-based applications now allow schools to utilize opportunities created by Web 2.0 for collaborative learning and participation in social media. Globalization may also impact how teaching and learning occurs through increased online international connections and resources.
Personal Learning Networks
1. A personal learning network (PLN) is a deliberate network of people and resources that provides a controlled information feed.
2. Developing a PLN empowers both students and teachers by putting them in charge of their own learning and allowing for collaborative and authentic interactions.
3. The document provides tips on how to start a PLN, including setting up social media accounts, following educators, subscribing to blogs, and linking resources to create an easy starting point for personal and classroom learning networks.
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"With the socialization of the Internet, we are sharing, collaborating, and exchanging ideas in ways that were never dreamed of a few years ago."
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The document discusses using Web 2.0 technologies in higher education and addresses faculty fears about their implementation. It recommends focusing on teaching, students, and simplicity over technology. Suggestions include starting small with basic tools, offering helpful training, and creating communities for faculty to share ideas and experiences to improve teaching.
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The document discusses Renée Fantin's professional learning network (PLN) on Twitter. It provides snapshots of influential educators and organizations she follows, including @edutopia, @2Learn_ca, and @DiscoveryEd. These organizations tweet regularly on education topics and resources. Renée shares how her PLN has helped her contribute, learn, and grow as a student and future educator. Though still developing her online connections, she is motivated to continue participating in her PLN to enrich her knowledge and skills.
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The document discusses the increasing use of technology and e-learning in New Zealand society and education. It notes that over 80% of New Zealanders use the internet and over half of the online population uses Facebook. It also discusses how e-learning tools can be used to enrich learning, promote collaboration, and address issues like student disengagement. The document advocates for integrating e-learning tools into classroom planning and activities to make learning more engaging and relevant for students.
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Pln spr14
A personal learning network (PLN) consists of the people from whom a learner derives knowledge to contribute to their professional development, even if the learner does not know or meet those people personally. A PLN is developed through making connections on social media and online platforms to form a network of experts, scholars, and others who share information. To be successful with a PLN, learners should actively participate by connecting with others, contributing their own expertise, collaborating through conversations that develop relationships, and requesting information from their network.
Pl ns arakawa
This document compares Twitter and Edublogs as platforms for personal learning networks (PLNs). PLNs are composed of individuals networked together who share information and resources. Twitter allows users to follow hashtags to access relevant information and most professional organizations use it to keep members informed. Edublogs enable educators to collaborate and receive immediate feedback from students, and can be used for assessment. While social networks can facilitate PLNs, PLNs incorporate multiple resources for information, unlike social networks which focus on communication and entertainment.
Education & Technology
Microcomputers can be used in education for both administrative and instructional purposes. Administratively, they can manage grades, attendance, and communication. Instructionally, they can enable computer-assisted learning through simulations and accessing information sources. Web-based applications now allow schools to utilize opportunities created by Web 2.0 for collaborative learning and participation in social media. Globalization may also impact how teaching and learning occurs through increased online international connections and resources.
Personal Learning Networks
1. A personal learning network (PLN) is a deliberate network of people and resources that provides a controlled information feed.
2. Developing a PLN empowers both students and teachers by putting them in charge of their own learning and allowing for collaborative and authentic interactions.
3. The document provides tips on how to start a PLN, including setting up social media accounts, following educators, subscribing to blogs, and linking resources to create an easy starting point for personal and classroom learning networks.
Social Networks:Places of Learning?
"With the socialization of the Internet, we are sharing, collaborating, and exchanging ideas in ways that were never dreamed of a few years ago."
Web 2.0 for Higher Ed. Faculty
The document discusses using Web 2.0 technologies in higher education and addresses faculty fears about their implementation. It recommends focusing on teaching, students, and simplicity over technology. Suggestions include starting small with basic tools, offering helpful training, and creating communities for faculty to share ideas and experiences to improve teaching.
MY PLN REFLECTION
The document discusses Renée Fantin's professional learning network (PLN) on Twitter. It provides snapshots of influential educators and organizations she follows, including @edutopia, @2Learn_ca, and @DiscoveryEd. These organizations tweet regularly on education topics and resources. Renée shares how her PLN has helped her contribute, learn, and grow as a student and future educator. Though still developing her online connections, she is motivated to continue participating in her PLN to enrich her knowledge and skills.
2011 wakaaranga warrnambool_principals
The document discusses the increasing use of technology and e-learning in New Zealand society and education. It notes that over 80% of New Zealanders use the internet and over half of the online population uses Facebook. It also discusses how e-learning tools can be used to enrich learning, promote collaboration, and address issues like student disengagement. The document advocates for integrating e-learning tools into classroom planning and activities to make learning more engaging and relevant for students.
Web 2.0 for Higher Ed. Faculty
The document discusses strategies for integrating Web 2.0 tools into higher education. It recommends focusing on improving teaching rather than technology, allowing faculty to share successes, and providing hands-on training. Suggestions include online discussions, wikis for sharing ideas, and social bookmarking of educational resources.
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The document discusses the integration of social media and open learning in classrooms. It notes that while 76% of youth use social media, the percentage of educators integrating these tools is unknown, with privacy regulations and risk management cited as potential barriers. Charts show growing percentages of higher education and K-12 educators incorporating social media into learning. The document advocates moving from closed "walled gardens" to more open learning models that are student-focused and facilitate informal, self-directed study. Examples of open classroom initiatives from 2012-2014 are provided.
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Connect is the University of Westminster's online social networking platform that was developed to address a lack of social opportunities for students and facilitate community building between departments. It allows students to create profiles, join interest-based communities, follow staff blogs, and link to other university systems like Blackboard. Staff see Connect as a way to help build student communities before and after arrival on campus and to share research and teaching practices. While it was initially challenging to gain buy-in across the university, Connect has helped open staff's eyes to online social networking and the importance of involving users throughout the development process.
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This document summarizes a presentation on using social media for school administrators. It discusses key concepts like Web 2.0, personal learning networks (PLNs), and popular tools. The presentation defines Web 2.0 as interactive web applications that emphasize user-generated content and collaboration over technical skills. Popular Web 2.0 tools mentioned include Twitter, YouTube, Google Docs, wikis, and photo sharing sites. The document also notes challenges of moving schools to embrace these tools and strategies presented, such as gaining support, forming committees, and focusing on incremental changes.
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Pln
PLN stands for personal learning network, which is how teachers learn through online networking with others who they engage and exchange information with. A PLN has traditionally included friends, family, and coworkers, but now also includes online communities through platforms like Twitter, Pinterest, Facebook, blogs, and more. PLNs are important for teachers because they provide access to global expertise, questions, ideas, resources, lessons, news, and technology for the classroom. To become part of a PLN, one should look at available sites, join communities, ask and answer questions, and share and comment on others' posts.
Developing discipline partnerships through local and global networks
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The document discusses issues around privacy and data collection in the digital age. It notes that the NSA collects emails, social media posts, and other personal data on millions of people daily. It raises concerns that information shared online can be routinely shared, sold, and manipulated by corporations for profit. The document argues that individuals have digital rights that should be protected, including privacy, freedom of expression, and access to information. It stresses the importance of teaching digital citizenship and responsibility to students, including protecting their digital footprint and privacy online.
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A 17-year-old student is questioning whether the traditional path of education to employment still makes sense. During an interview exploring his decision-making process in choosing a university program, he expresses frustration with the complexity of the French post-secondary education system. He felt a lack of practical guidance on matching his interests and skills to career paths, and wishes he had more opportunities to speak with professionals in different fields. The student's problem is that he needs a clearer way to understand himself and his career options in order to choose the right educational pathway for his desired job.
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Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
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Social networking is being used by teachers for professional development by allowing them to connect with each other to share resources and ask questions. While some initially doubted students would use blogs and social media for educational purposes, it has been shown to be an effective way for students to discuss subjects like math. Teachers use Twitter to get instant recommendations for educational websites. While students cannot join some social media sites due to age restrictions, teachers can still use them to take virtual field trips. Schools must ensure they follow laws protecting student privacy online like COPPA which bars under 13s from many websites. If schools block social media, they miss opportunities to teach students responsible online behavior.
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The document summarizes a grant-funded project called AT LAST that aims to improve technological literacy among teachers and students in Arizona. The goals of the project are to provide teachers knowledge of high-tech industries and careers, help teachers use tools like Web 2.0 to engage students in technology subjects, and help teachers understand technological literacy's impact on student success. The project involves regional trainings, summer institutes, and online support through tools like Elluminate to help teachers gain these skills and integrate technology into their teaching.
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This document provides information about free computer help and resources from the ISI Tech Team. It discusses their goals of helping people develop time-saving computer skills and solve technical problems. It then outlines several Web 2.0 tools that are useful for ministry, including social networking, collaboration tools, media sharing, blogging, and cloud computing. Guidelines for using these tools effectively and some technology trends are also mentioned.
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A personal learning network (PLN) allows educators to connect, collaborate, and contribute online. To build a PLN, educators can use tools like Evernote to save ideas, Prezi for presentations, and Diigo for social bookmarking. They can also join professional social networks, follow blogs of interest, and engage by commenting. Key influencers in education include Vicki Davis, Lisa Nielsen, David Warlick, and Wesley Fryer. Twitter is highlighted as an important tool for connecting with others and finding people to follow within specific topics. Additional resources provided include CommonCraft videos, Diigo accounts, websites for teachers, and streaming services available through Trinity.
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A personal learning network (PLN) allows educators to connect, collaborate, and contribute online. Key tools for organizing a PLN include Evernote for saving ideas, Animoto for creating slideshows, and Prezi for interactive presentations. To build a PLN, educators should pick interesting blogs to read regularly, leave comments, and follow education experts on Twitter. Additional resources for researching within a PLN are custom Google searches, Google features like timeline, and curated websites with web tools and streaming media for teachers.
The sweet spot for education
In this I argue that there is a 'sweet spot' between web 2.0 and higher education, which combines the best of personal/public, fun/work, institution/individual, etc and that we should work to exploit this.
Norwayce
This document discusses the concept of connected educators and connected learning. It defines connected learners as those who collaborate online and use social media to connect with others globally. It discusses how professional development needs to change to support connected learning through local learning communities, personal learning networks, and communities of practice. It also discusses different network types like communities, networks, and personal learning networks and how they can support self-directed and collaborative professional learning.
Today's learner mitch champagne
This document discusses the evolution of technology use in education over time. It provides quotes from various time periods expressing skepticism about new technologies used in schools. Teachers in 1703 were skeptical of slates replacing bark for calculations. In 1815, teachers worried about overreliance on paper. In 1907, they worried about dependence on ink and pens instead of pencils. Similar concerns were expressed about store-bought ink in 1928, fountain pens in 1941, and ballpoint pens in 1950. In 1999, the internet was dismissed as not being useful for education. By 2006, concerns were raised about devices like iPods being disruptive in classrooms. The document argues that new technologies should be embraced as tools for learning, as
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The document discusses the integration of social media and open learning in classrooms. It notes that while 76% of youth use social media, the percentage of educators integrating these tools is unknown, with privacy regulations and risk management cited as potential barriers. Charts show growing percentages of higher education and K-12 educators incorporating social media into learning. The document advocates moving from closed "walled gardens" to more open learning models that are student-focused and facilitate informal, self-directed study. Examples of open classroom initiatives from 2012-2014 are provided.
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iCan Build a PLN Using Twitter and Yammer
The document discusses how to build a personal learning network (PLN) using Twitter and Yammer to connect with other educators, share resources and ideas, get answers to questions, and stay informed about conferences and events. It provides guidance on setting up accounts, following relevant users with hashtags like #nswdet and #edtech, and recommends helpful links and tools for getting started with and making the most of social networking to enhance teaching practice. The author also shares how their own PLN has benefited them professionally.
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This document discusses Web 2.0 and its impact on teaching and learning. It begins with definitions of Web 2.0 from various sources, noting that it allows for greater participation and sharing compared to earlier versions of the web. It then discusses how Web 2.0 tools like wikis, blogs, social networking, and videos can support constructivist learning approaches. However, it also notes that many teachers are reluctant to use new technologies. The document provides several examples of using Web 2.0 tools in physics classes and concludes with a brief discussion of potential future developments like Web 3.0.
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PLN stands for personal learning network, which is how teachers learn through online networking with others who they engage and exchange information with. A PLN has traditionally included friends, family, and coworkers, but now also includes online communities through platforms like Twitter, Pinterest, Facebook, blogs, and more. PLNs are important for teachers because they provide access to global expertise, questions, ideas, resources, lessons, news, and technology for the classroom. To become part of a PLN, one should look at available sites, join communities, ask and answer questions, and share and comment on others' posts.
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My talk considers the importance of utilising social media and other digital tools to develop communities within and beyond the university; share case studies from both staff and students; and also some good practice tips.
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The document discusses issues around privacy and data collection in the digital age. It notes that the NSA collects emails, social media posts, and other personal data on millions of people daily. It raises concerns that information shared online can be routinely shared, sold, and manipulated by corporations for profit. The document argues that individuals have digital rights that should be protected, including privacy, freedom of expression, and access to information. It stresses the importance of teaching digital citizenship and responsibility to students, including protecting their digital footprint and privacy online.
Empathy and define hc
A 17-year-old student is questioning whether the traditional path of education to employment still makes sense. During an interview exploring his decision-making process in choosing a university program, he expresses frustration with the complexity of the French post-secondary education system. He felt a lack of practical guidance on matching his interests and skills to career paths, and wishes he had more opportunities to speak with professionals in different fields. The student's problem is that he needs a clearer way to understand himself and his career options in order to choose the right educational pathway for his desired job.
A school’s duty of care for students to students
Schools have a duty of care to students both for data that comes into them (content regulation) and data about them that is shared (privacy) when students access cyberspace. This raises legal tensions as the internet provides educational opportunities but also liability for schools. To balance these, schools should carefully check websites before allowing educational use, directly teach e-safety, and consider restricting direct student logons in favor of teacher-controlled options like monitored blogs. While issues will always exist, comprehensive e-safety education programs and oversight can help schools fulfill their duty of care for students online.
Using Web 2.0 Tools to Create a Professional Learning Environment
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Networked
The document discusses the importance of teaching students to be network literate in today's digital world. It argues that schools must prepare students to safely and effectively create, navigate, and grow their own personal learning networks. This involves teaching students skills like critically reading information and people online, writing for authentic audiences, and organizing the sharing of online resources. The document also presents various digital tools like blogs, wikis, social networking platforms, and content aggregation tools that can help students develop these network literacy skills.
Understanding Social Media and eSafety - Moray College UHI
Using Social Media with Learners and Understanding e-Safety is a document about using social media tools with learners and understanding e-safety issues. It discusses various social media tools like blogs, microblogs, wikis, and social networking and how they can be used for learning. It also covers e-safety issues regarding unsuitable, illegal, and inappropriate content and provides examples of potential e-safety risks and solutions. The document aims to help educators understand how to utilize social media tools for learning while maintaining e-safety.
Social networking goes to school
Social networking is being used by teachers for professional development by allowing them to connect with each other to share resources and ask questions. While some initially doubted students would use blogs and social media for educational purposes, it has been shown to be an effective way for students to discuss subjects like math. Teachers use Twitter to get instant recommendations for educational websites. While students cannot join some social media sites due to age restrictions, teachers can still use them to take virtual field trips. Schools must ensure they follow laws protecting student privacy online like COPPA which bars under 13s from many websites. If schools block social media, they miss opportunities to teach students responsible online behavior.
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The document summarizes a grant-funded project called AT LAST that aims to improve technological literacy among teachers and students in Arizona. The goals of the project are to provide teachers knowledge of high-tech industries and careers, help teachers use tools like Web 2.0 to engage students in technology subjects, and help teachers understand technological literacy's impact on student success. The project involves regional trainings, summer institutes, and online support through tools like Elluminate to help teachers gain these skills and integrate technology into their teaching.
Looking Fore Free Computer Help Seminar
This document provides information about free computer help and resources from the ISI Tech Team. It discusses their goals of helping people develop time-saving computer skills and solve technical problems. It then outlines several Web 2.0 tools that are useful for ministry, including social networking, collaboration tools, media sharing, blogging, and cloud computing. Guidelines for using these tools effectively and some technology trends are also mentioned.
Personal learning network
A personal learning network (PLN) allows educators to connect, collaborate, and contribute online. To build a PLN, educators can use tools like Evernote to save ideas, Prezi for presentations, and Diigo for social bookmarking. They can also join professional social networks, follow blogs of interest, and engage by commenting. Key influencers in education include Vicki Davis, Lisa Nielsen, David Warlick, and Wesley Fryer. Twitter is highlighted as an important tool for connecting with others and finding people to follow within specific topics. Additional resources provided include CommonCraft videos, Diigo accounts, websites for teachers, and streaming services available through Trinity.
Personal learning network
A personal learning network (PLN) allows educators to connect, collaborate, and contribute online. Key tools for organizing a PLN include Evernote for saving ideas, Animoto for creating slideshows, and Prezi for interactive presentations. To build a PLN, educators should pick interesting blogs to read regularly, leave comments, and follow education experts on Twitter. Additional resources for researching within a PLN are custom Google searches, Google features like timeline, and curated websites with web tools and streaming media for teachers.
The sweet spot for education
In this I argue that there is a 'sweet spot' between web 2.0 and higher education, which combines the best of personal/public, fun/work, institution/individual, etc and that we should work to exploit this.
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The document discusses the importance of embracing social media in schools. It begins by presenting the mission statements of the Massachusetts Board of Elementary and Secondary Education and Burlington High School, both of which emphasize preparing students for the future. It then asks questions about the impact of social media on students' connections, schools, and futures. The document argues that if schools truly believed their mission statements, they would teach students to use social media safely and see it as an important tool, rather than banning it. It provides quotes from education organizations supporting the integration of technology and social media skills. In the end, it provides contact information for the presenters from Burlington High School to discuss their iPad program.
What Is Online Teaching And Learning
1. Constructivism is an educational philosophy that involves students actively constructing their own knowledge by building on prior experiences and interactions.
2. Key constructivist theorists include Piaget, Vygotsky, Dewey, and von Glasersfeld. They emphasized that learning involves actively making meaning, social interactions, and building on prior knowledge to develop new understandings.
3. In a constructivist classroom, students take ownership of their learning, the teacher asks open-ended questions, and students are challenged to think critically and make connections through hands-on activities and dialogue.
Teaching academy
This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.
High Schools New Face (Tues)
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
A Teacher's Guide to Building a Professional Learning Network (PLN)
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
Building a Professional Learning Network (PLN)
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
Social Entrepreneurship Information
The documents discuss the impact of the World Wide Web (WWW) on education and social entrepreneurship. Regarding education, the WWW has allowed students to access more information online and engage with subjects interactively. It has also enabled new forms of distance learning and international collaboration between colleges. For social entrepreneurship, the documents define it as addressing social issues through innovative, sustainable businesses. Examples are given of social entrepreneurs who have created solutions for issues like poverty, waste, and disabilities. Their work often combines business and social goals. Education can impact social entrepreneurship by training social entrepreneurs and connecting them with organizations working on social issues.
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A Teacher's Guide to Building a Professional Learning Network (PLN)
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The document discusses the origins of the flipped classroom model created by Jon Bergmann and Aaron Sams in 2007. It outlines benefits like differentiation, student ownership, and more efficient teaching. Drawbacks include the digital divide and increased screen time. The document provides guidance on creating flipped lessons including recording screencasts, editing videos, and hosting on platforms like YouTube or TeacherTube. Teachers report higher grades and students watching videos multiple times with this approach.
Communication tools
Twitter is an online social networking service that allows users to send and read text-based messages of up to 140 characters called tweets. It was created in 2006 and by 2014 had over 645 million active users sending over 500 million tweets per day. The most followed accounts on Twitter belong to celebrities like Katy Perry, Justin Bieber, and Barack Obama.
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Visual literacy refers to the ability to interpret, use, and create visual media to advance thinking, communication, and learning. It is a learned skill rather than an inherent ability. While seeing images does not necessarily lead to visual literacy, visuals have become a dominant form of communication in today's digitally connected world. We are exposed to thousands of visual messages daily through various media. Incorporating visuals into teaching has been shown to significantly increase recall and engagement compared to using only audio. As visual literacy grows in importance, educators will need to learn skills to effectively incorporate relevant visual content into their lessons.
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The document discusses several online tools that can be used for social bookmarking, organizing resources, collaboration between teachers and students, and backchannel communication. It describes the functionality of Diigo for saving bookmarks, highlights and notes online; LiveBinders for organizing websites, images, videos and documents; Webspiration Classroom for visual learning, brainstorming and outlining; TodaysMeet for conducting backchannel chats during meetings and presentations; and Dropbox for easily sharing files between teachers and students.
Nings
Ning is an online platform launched in 2005 that allows users to create their own social networks and communities. It gives customers tools to build a customized website for their community with features like photos, videos, forums, and blogs. Ning networks now host over 2 million communities across 233 countries with 90,000+ customers worldwide.
Communication tools ppt fa2013
Twitter is a social media platform launched in 2006 that allows users to post and interact with messages known as tweets that are limited to 140 characters. The number of tweets posted per day has grown exponentially from 1.2 million in 2007 to over 500 million in 2013. Popular accounts on Twitter belong to celebrities like Justin Bieber, Barack Obama, and Lady Gaga who have tens of millions of followers.
Ppt blooms lesson_plans
This document provides information about Bloom's Taxonomy and lesson planning. It discusses the original and revised versions of Bloom's Taxonomy, which structures thinking skills into six levels moving from basic recall to more complex levels of critical thinking. It then explains what a lesson plan is and its key elements: objectives, standards, materials, procedure, and assessment. Objectives should be written based on learning outcomes and be measurable. The materials, procedure, and assessment sections provide guidance on how to address each of these key lesson plan components. Standards refer to both state curriculum standards and technology standards. The document emphasizes that lesson plans provide structure and guidance for teaching.
Lesson1 tools for the classroom
This document provides an overview of the history of instructional technology used in K-12 classrooms from slates and chalkboards in the 1800s to modern technologies like smartphones, tablets, videos and learning management systems. It discusses the increasing role of technology in education and frameworks like the ISTE standards that emphasize skills like creativity, collaboration and problem solving over memorization. Major developments covered include radio and television education programs in the early 1900s, language labs in the 1950s, the introduction of computers and the internet in schools in the 1980s and 90s, and the growing use of mobile devices, cloud computing and social media today.
Ppt cyberbullying
This document discusses cyberbullying and the various forms it can take. Cyberbullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, mobile phones or other technology. It can occur through direct attacks, using others to cyberbully, text messaging harassment, stealing passwords, posting harmful information on blogs, sending embarrassing photos electronically, engaging in abusive behavior during online gaming, sending viruses or spyware, signing people up for junk email, and impersonating victims online. The document also outlines why some cyberbully and provides tips for preventing it, and notes New Jersey laws regarding bullying and cyberbullying in schools.
Pln nings ppt_spr13
This document discusses personal learning networks (PLNs) and how educators can develop their own PLNs. It defines a PLN as a network of people and resources that contribute to a learner's professional development. PLNs allow learners to connect, collaborate and contribute without having to know people personally. The document then provides examples of websites and social media platforms educators can use to expand their PLNs, including Twitter, NINGs, Classroom 2.0, Discovery Education, and PBS Teacher. It encourages readers to sign up for accounts and find groups with similar interests to develop their PLN.
Rev competition
This document discusses various topics by repeating the phrase "What is..." multiple times without providing any further context or details about the topics. It introduces several subjects but does not elaborate on any of them.
Review ownership
This document defines and compares different forms of business ownership such as sole proprietorships, partnerships, S corporations, and regular corporations. Some key points covered include:
- Sole proprietorships are the easiest to start up but owners are personally liable for all business debts.
- Partnerships allow for more capital than sole proprietorships but it can be difficult to withdraw investments.
- Corporations offer continuous life and limited liability for owners but require more legal documentation and filing of periodic government reports.
- S corporations and LLCs provide limited liability like corporations but without double taxation of profits.
Webquests ppt
A Webquest is an inquiry-oriented activity where students learn primarily from online resources. It has essential parts including an introduction to engage students, a collaborative task, a process with clear steps and resources, evaluation criteria, a conclusion for reflection, and a teacher page. The goal is knowledge acquisition and integration through student-centered learning with the teacher guiding students as problem-solvers. Webquests provide instructional scaffolding to promote learning new concepts and skills.
Pln ppt1
This document discusses personal learning networks (PLNs) and provides examples of websites and online communities that teachers can use to connect, collaborate, and contribute to their PLN. It explains that a PLN consists of the people a learner interacts with to gain knowledge, even if they are not known in person. Examples of sites mentioned include Ning, Edutopia, Discovery Educator Network, and PBS Teacher Connect, which offer features like blogs, videos, forums and chats. The document encourages teachers to find groups with similar interests and to communicate through Twitter, blogs, and RSS feeds to develop their own PLN.
Handhelds in the classroom
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Pln prof.org ppt_fa13
- 1. INTC 2610 FALL 2013 PERSONAL LEARNING NETWORKS
- 2. PLN Defined The Personal Learning Network consists of the people a learner interacts with and derives knowledge from in a Personal Learning Environment. Learners create connections and develop a network that contributes to their professional development and knowledge. The learner does not have to know these people personally or ever meet them in person. (Wikipedia 10/17/11)
- 3. A V A I L A B L E How PLN’s Works I N F O R M A T I O N Graphics by Corrine Weisberger & Shannan Butler
- 5. S H A R E
- 10. W I N / W I N
- 12. WHO DO LEARN FROM? All educators (and learners) can benefit from extending their own personal learning network online – beyond the walls of their schools, the boundaries of their districts, and the limits of their experience.
- 13. Benefits of a PLN Teachers become: Aware Connected Empowered Confident . . . .LEARNERS!
- 14. Core Elements of a PLN 1. Connect 2. Contribute 3. Collaborate 4. Request
- 15. CONNECT The growth engine of your learning network is your willingness to reach out and make connections with new people. Leave comment on a blog Reply to a question on twitter Post on Google + BE AN ACTIVE PARTICIPANT
- 16. CONTRIBUTE Share with others Your expertise or even your struggles Your helping others
- 17. COLLABORATE Simple replies turn into conversations Conversations turn into professional relationships Relationships turn into collaboration
- 18. REQUEST If you are an active participant when you request people will respond. Response are immediate, will address the request head-on, and can save time by not relying on google for your answers.
- 19. TOOLS BLOG – and use RSS aggregator Tweet Join a NING or a professional social network. Use Google +
- 20. TO BE SUCCESSFUL Be Patient – it takes time to make connections Be Authentic – don’t post to sensationalize or gather followers. Be sincere.
- 21. Quote…. “If your school system hasn’t changed a year from now, I get it… but if you haven’t changed a year from now, you’re a failure.” Will Richardson, co-author of Personal Learning Networks: Using the Power of Connections to Transform Education
- 22. ALSO IMPORTANT
- 23. Teacher Organizations NEA – National Teacher Association (enrolled by state org.) http://www.nea.org/ ISTE – International Society for Technology in Education NJEA - http://www.njea.org/ NJAET – New Jersey Association of Educational Technology http://www.njaet.org/njaet/ NJEEC – NJ Educational Computing Cooperative - http://www.njecc.org/ SRI & ETTC – Stockton Collegehttp://www.ettc.net/
- 24. School Environment Colleagues In-service Workshops Department Meetings Informal conversations in the teacher’s room
- 25. Assignment 1. Written PLN 2. Graphic representation of your PLN. 3. Excel spreadsheet showing alignment of projects with ISTE nets* for teacher standards.
- 26. Works Cited 1. 2. 3. 4. 5. 6. Wikipedia.com Online Learning insights.com Gettingsmart.com The Innovativeeducator.blogspot.com Onceateacher.wordpress.com teachersusingtech.weebly.com