This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, and programs like Symbaloo, Hot Potatoes, Movie Maker, Animoto, and Dotsub. Overall, the portfolio reflects on integrating technology into education and how Cristina has developed her digital skills during her studies.
This document discusses the author's experiences with digital technologies and their use in education. It covers the author's initial lack of familiarity with digital tools and programs, efforts to learn about technologies like TPACK and tools like Symbaloo. It also describes activities in class exploring programs for creating videos and subtitles. The author reflects on using digital tools and resources meaningfully for teaching and assessment. Overall, the document shares the author's journey in developing digital competencies and observing technology use in their internship teaching experience.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, mind mapping programs, using videos in lessons, and the value of practice tests over memory tests for assessment. Overall, the portfolio reflects on integrating technology into education and Cristina's learning about digital skills and resources as a future teacher.
This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
1) The author reflects on how digital tools can make teaching more efficient and allow access to additional learning resources.
2) Several concepts are introduced related to developing digital skills for teaching, including TPACK framework, PLE, PLN, and VLE. Diagrams are used to explain how these concepts are related.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily, mainly using smartphones for social media and laptops for education.
The document discusses Italy's efforts to introduce coding and computational thinking into schools. It outlines a six step strategy that begins with using robots like Bee-Bot in early primary school and progresses to using block-based programming with Scratch and text-based languages. Teachers have found that coding helps students develop problem-solving skills. Several programs are mentioned that provide games and activities to teach coding concepts in a fun way.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
This document discusses teaching methods and tools for coding and computational thinking. It provides definitions of coding and computational thinking, noting that coding is a type of computer programming. It then describes priorities and policies around ICT/informatics and coding education in Macedonia, including establishing a framework for European cooperation, developing online resources through an education portal, and using educational software like ToolKid to teach basic informatics literacy. It also analyzes the current state of informatics education in Macedonia and reforms being made to curriculums to incorporate more programming and algorithmic thinking earlier.
This document summarizes a comparative study on teaching methods and coding tools in Turkey. It describes computational thinking as developing instructions to enable computers to perform tasks. Coding involves writing instructions in a programming language at a higher, more readable level. The document includes questionnaires from teachers at a private primary school on their use of coding activities and tools like Scratch in classes. Teachers find students interested in coding lessons and activities that apply computational thinking to real life scenarios.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
This document discusses the author's experiences with digital technologies and their use in education. It covers the author's initial lack of familiarity with digital tools and programs, efforts to learn about technologies like TPACK and tools like Symbaloo. It also describes activities in class exploring programs for creating videos and subtitles. The author reflects on using digital tools and resources meaningfully for teaching and assessment. Overall, the document shares the author's journey in developing digital competencies and observing technology use in their internship teaching experience.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, mind mapping programs, using videos in lessons, and the value of practice tests over memory tests for assessment. Overall, the portfolio reflects on integrating technology into education and Cristina's learning about digital skills and resources as a future teacher.
This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
1) The author reflects on how digital tools can make teaching more efficient and allow access to additional learning resources.
2) Several concepts are introduced related to developing digital skills for teaching, including TPACK framework, PLE, PLN, and VLE. Diagrams are used to explain how these concepts are related.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily, mainly using smartphones for social media and laptops for education.
The document discusses Italy's efforts to introduce coding and computational thinking into schools. It outlines a six step strategy that begins with using robots like Bee-Bot in early primary school and progresses to using block-based programming with Scratch and text-based languages. Teachers have found that coding helps students develop problem-solving skills. Several programs are mentioned that provide games and activities to teach coding concepts in a fun way.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
This document discusses teaching methods and tools for coding and computational thinking. It provides definitions of coding and computational thinking, noting that coding is a type of computer programming. It then describes priorities and policies around ICT/informatics and coding education in Macedonia, including establishing a framework for European cooperation, developing online resources through an education portal, and using educational software like ToolKid to teach basic informatics literacy. It also analyzes the current state of informatics education in Macedonia and reforms being made to curriculums to incorporate more programming and algorithmic thinking earlier.
This document summarizes a comparative study on teaching methods and coding tools in Turkey. It describes computational thinking as developing instructions to enable computers to perform tasks. Coding involves writing instructions in a programming language at a higher, more readable level. The document includes questionnaires from teachers at a private primary school on their use of coding activities and tools like Scratch in classes. Teachers find students interested in coding lessons and activities that apply computational thinking to real life scenarios.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
This article summarizes and evaluates five research articles that discuss using instructional technology in the classroom. The first article describes how digital storytelling can help struggling writers by making the writing process more organized. The second discusses how teachers can integrate technology like blogs and podcasts into lessons using resources that are freely available. The third evaluates beginning reading software programs. The fourth explains how technology can be used to teach math concepts aligned to national standards. The last explores how a multidisciplinary approach using technologies like movies and role-play can increase comprehension of literacy lessons. The evaluation notes the importance of selecting educational technologies carefully and integrating them effectively to support learning.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
ICT refers to information and communication technology, which encompasses hardware, software, and platforms that allow access, storage, transmission, and manipulation of information. Current trends in ICT include convergent technologies where devices combine functions, social media platforms that enable online communication, and mobile technologies like smartphones. The internet involves physical computer networks, while the web refers to protocols and services that allow accessing information online. Web versions progressed from Web 1.0 which was read-only to Web 2.0 which enabled user-generated content to the developing concept of Web 3.0 with more interactive and personalized experiences.
The document outlines copyright information for an instructional material on trends, networks, and critical thinking in the 21st century. It notes that works produced by the Philippine government are not subject to copyright, but prior approval is needed to use them for profit. It also states that borrowed materials in the book are owned by their respective copyright holders, and efforts have been made to seek permission to use them.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
This document provides an overview of a proposed blended course for 8-year-old children in Malta that focuses on teaching ICT skills through core subjects. The course would involve weekly 90-minute face-to-face lessons over 10 weeks to teach skills like keyboarding, internet usage, email, PowerPoint, and digital resources. Coordination between the eLearning and class teachers is important, as is parent involvement to support practice at home. Keyboarding skills are an important focus starting in 3rd grade once fine motor skills have developed.
All about e learning and many more to learnSatish Verma
This document provides an overview of e-learning concepts, trends, and applications. It defines e-learning as computer-based educational tools or systems that enable learning anywhere and anytime. The history of e-learning is traced back to the 19th century with early forms of distance learning through correspondence. Modern e-learning emerged in the late 20th century with the introduction of computers and the internet, allowing for more interactive online learning environments and greater access to education. The document covers various e-learning topics including learning management systems, online course elements, emerging trends, and industry applications.
Technology plays an increasing role in education by helping students learn in multiple ways. It allows visual learners to see notes, supplements classroom curriculum with study tools, and lets students create presentations and research online. While technology is not the solution to education, it is a useful tool when implemented properly. Schools must spend adequately on teacher training to ensure technology enhances learning instead of becoming glorified displays. When used for collaboration, creativity, and developing skills like critical thinking, technology can make learning more dynamic and relevant for students.
The document describes an activity where students in a Welsh club created leaflets using Purple Mash software to advertise the club. The activity aimed to develop students' ICT, literacy, and presentation skills. Students ranging from reception to year 6 participated and were able to complete the activity at their own level. The teacher observed students engaging enthusiastically with designing the leaflets on computers and helping each other. The activity supported learning according to the Welsh national curriculum and literacy framework.
The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.
New technologies in writing instructionTshen Tashi
This document discusses the use of new technologies in writing instruction. It provides examples of how technologies like word processors, online writing tools, and CALL programs can support writing but also notes limitations like lack of access to technology. Research on technology use in writing classrooms in the US, Malaysia, and Bhutan is summarized, finding benefits but also challenges of integrating technology due to insufficient equipment and internet access. Overall, the document advocates for the benefits of technology in writing instruction when available but emphasizes that teachers must guide students and technology should not replace good pedagogy.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
This document provides an overview of adapting digital storytelling in Moroccan classrooms. It begins with definitions of digital storytelling and discusses why it is being incorporated into education. Digital storytelling takes a constructivist approach to learning by encouraging collaboration, problem solving, and deep learning. The document outlines the seven elements of digital storytelling and how it can be used as an effective instructional tool for teachers and learning tool for students. It discusses 21st century skills developed through digital storytelling and provides suggestions for how to implement it in the classroom.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
This document discusses the use of information and communication technologies (ICT) in language learning. It outlines several ways that ICT can be used positively in the classroom, including to support student-centered learning, improve student motivation and collaboration, and facilitate understanding of course material. The document also discusses how ICT tools like animation and multimedia can be used to develop students' language skills and analyze different classroom activities that can incorporate ICT solutions.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
Este documento describe las propiedades y estructura de los metales. Explica que los metales son buenos conductores del calor y la electricidad y tienen alta densidad. Su estructura cristalina y tamaño de grano influyen en sus propiedades. También clasifica los metales ferrosos y no ferrosos y describe algunas herramientas comunes para trabajar y dar forma a los metales como sierras, limas, taladros y soldadores.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
This article summarizes and evaluates five research articles that discuss using instructional technology in the classroom. The first article describes how digital storytelling can help struggling writers by making the writing process more organized. The second discusses how teachers can integrate technology like blogs and podcasts into lessons using resources that are freely available. The third evaluates beginning reading software programs. The fourth explains how technology can be used to teach math concepts aligned to national standards. The last explores how a multidisciplinary approach using technologies like movies and role-play can increase comprehension of literacy lessons. The evaluation notes the importance of selecting educational technologies carefully and integrating them effectively to support learning.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
ICT refers to information and communication technology, which encompasses hardware, software, and platforms that allow access, storage, transmission, and manipulation of information. Current trends in ICT include convergent technologies where devices combine functions, social media platforms that enable online communication, and mobile technologies like smartphones. The internet involves physical computer networks, while the web refers to protocols and services that allow accessing information online. Web versions progressed from Web 1.0 which was read-only to Web 2.0 which enabled user-generated content to the developing concept of Web 3.0 with more interactive and personalized experiences.
The document outlines copyright information for an instructional material on trends, networks, and critical thinking in the 21st century. It notes that works produced by the Philippine government are not subject to copyright, but prior approval is needed to use them for profit. It also states that borrowed materials in the book are owned by their respective copyright holders, and efforts have been made to seek permission to use them.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
This document provides an overview of a proposed blended course for 8-year-old children in Malta that focuses on teaching ICT skills through core subjects. The course would involve weekly 90-minute face-to-face lessons over 10 weeks to teach skills like keyboarding, internet usage, email, PowerPoint, and digital resources. Coordination between the eLearning and class teachers is important, as is parent involvement to support practice at home. Keyboarding skills are an important focus starting in 3rd grade once fine motor skills have developed.
All about e learning and many more to learnSatish Verma
This document provides an overview of e-learning concepts, trends, and applications. It defines e-learning as computer-based educational tools or systems that enable learning anywhere and anytime. The history of e-learning is traced back to the 19th century with early forms of distance learning through correspondence. Modern e-learning emerged in the late 20th century with the introduction of computers and the internet, allowing for more interactive online learning environments and greater access to education. The document covers various e-learning topics including learning management systems, online course elements, emerging trends, and industry applications.
Technology plays an increasing role in education by helping students learn in multiple ways. It allows visual learners to see notes, supplements classroom curriculum with study tools, and lets students create presentations and research online. While technology is not the solution to education, it is a useful tool when implemented properly. Schools must spend adequately on teacher training to ensure technology enhances learning instead of becoming glorified displays. When used for collaboration, creativity, and developing skills like critical thinking, technology can make learning more dynamic and relevant for students.
The document describes an activity where students in a Welsh club created leaflets using Purple Mash software to advertise the club. The activity aimed to develop students' ICT, literacy, and presentation skills. Students ranging from reception to year 6 participated and were able to complete the activity at their own level. The teacher observed students engaging enthusiastically with designing the leaflets on computers and helping each other. The activity supported learning according to the Welsh national curriculum and literacy framework.
The document discusses using technology like Skype to facilitate tandem language learning. Tandem learning involves two students partnering to practice a foreign language together through communication. Skype allows students to connect with native speakers abroad for language exchange. However, simply using voice chat tools is not enough - students need clearly defined tasks and goals to stay motivated. Educators must be trained to develop effective tasks that emphasize communication and maximize interaction between native and non-native speakers. As technology and online tools continue advancing, their integration into language teaching will help provide students with real-time global interaction and opportunities for autonomous learning.
New technologies in writing instructionTshen Tashi
This document discusses the use of new technologies in writing instruction. It provides examples of how technologies like word processors, online writing tools, and CALL programs can support writing but also notes limitations like lack of access to technology. Research on technology use in writing classrooms in the US, Malaysia, and Bhutan is summarized, finding benefits but also challenges of integrating technology due to insufficient equipment and internet access. Overall, the document advocates for the benefits of technology in writing instruction when available but emphasizes that teachers must guide students and technology should not replace good pedagogy.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
This document provides an overview of adapting digital storytelling in Moroccan classrooms. It begins with definitions of digital storytelling and discusses why it is being incorporated into education. Digital storytelling takes a constructivist approach to learning by encouraging collaboration, problem solving, and deep learning. The document outlines the seven elements of digital storytelling and how it can be used as an effective instructional tool for teachers and learning tool for students. It discusses 21st century skills developed through digital storytelling and provides suggestions for how to implement it in the classroom.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
This document discusses the use of information and communication technologies (ICT) in language learning. It outlines several ways that ICT can be used positively in the classroom, including to support student-centered learning, improve student motivation and collaboration, and facilitate understanding of course material. The document also discusses how ICT tools like animation and multimedia can be used to develop students' language skills and analyze different classroom activities that can incorporate ICT solutions.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
Este documento describe las propiedades y estructura de los metales. Explica que los metales son buenos conductores del calor y la electricidad y tienen alta densidad. Su estructura cristalina y tamaño de grano influyen en sus propiedades. También clasifica los metales ferrosos y no ferrosos y describe algunas herramientas comunes para trabajar y dar forma a los metales como sierras, limas, taladros y soldadores.
SlideShare es una aplicación web que permite almacenar presentaciones de PowerPoint y compartirlas a través de Internet. Los usuarios pueden cargar sus presentaciones, generar un código HTML para insertarlas en páginas web o enviarlas por correo electrónico, y gestionar grupos e invitar a otros usuarios. Para usar SlideShare basta crear una cuenta gratuita en slideshare.net y cargar archivos de hasta 100 MB.
This short document discusses winter weather and encourages the reader not to complain about winter by stating they haven't seen real winter until experiencing something extremely cold. The document emphasizes how cold it is using repeated punctuation and the onomatopoeic word "Brrrrrrrrr" to convey the feeling of being very cold.
Este documento descreve a Super Taça EPTV de Futsal, uma competição entre os campeões da Taça EPTV de Futsal nas regiões de Campinas, Ribeirão Preto, São Carlos e Sul de Minas. O documento fornece detalhes sobre as etapas do torneio, patrocínio e veiculação na TV, internet e material promocional.
Este documento describe los diferentes tipos de foros que se pueden utilizar en ambientes de aprendizaje virtuales, incluyendo foros de discusión, presentación, consulta, investigación y consenso. Explica que la moderación del tutor es esencial para guiar debates colectivos y que los temas deben ser precisos y acotados. También cubre factores que afectan la participación, formas de evaluar la participación cualitativa y el tipo de retroalimentación que los moderadores deben proporcionar.
MarcoMARCO COMÚN DE NORMAS DE CONTABILIDADsromero2
El documento presenta un trabajo de sistematización II. Se trata de un proyecto presentado por Sergio Andrés Romero Conrado al profesor Roberto Carlos.
This document discusses management strategies for people and resources. Written by Andinet Askenaw on April 04, 2015, the document likely provides guidance on effectively leading employees and utilizing organizational assets. Key topics may include hiring, training, performance management, budgeting, and asset allocation.
El documento describe la importancia del maestro a nivel primario y sus responsabilidades. En 3 oraciones o menos:
El maestro juega un papel fundamental en la educación y formación de los estudiantes, actuando como un ejemplo a seguir. Debe enfrentar retos como falta de recursos y adaptarse a diferentes contextos, además de organizar sus clases, evaluar a los estudiantes y atender a los padres. Un buen maestro debe ser competente, gestionar los aprendizajes de los estudiantes, trabajar en equipo y utilizar tecn
Gigi Tsang submitted her ITCE Portfolio for the FT PGDE(S) programme at HKIEd. She enrolled in August 2011 and is expected to graduate in July 2012. The portfolio contains items demonstrating her achievement at the Upper Intermediate level of ITCE. Gigi signed the submission sheet and declaration, dated May 28, 2012, confirming the work as her own and indicating her self-assessed ITCE level.
The artist Yoshitomo Nara reflects that while luxury items like fancy cars and apartments would be nice, they are not necessary to have. Money itself is not needed, but life is better with it than without. Though he has faced setbacks, he will continue moving forward and not retreat from challenges.
SlideShare es una aplicación web para almacenar presentaciones de PowerPoint y OpenOffice y compartirlas a través de Internet. Los usuarios pueden crear una cuenta gratuita, cargar presentaciones de hasta 100 Mb, etiquetar los archivos y copiar el código HTML generado para publicar el enlace en blogs y redes sociales. La aplicación también permite gestionar grupos e invitar a otros usuarios a ver las presentaciones subidas.
The document summarizes information about women in Egypt. It provides background on Egypt's history as a civilization dating back to 3200 BC. It then discusses Egypt's government system and recent unemployment rate of 13.4%. The document outlines the Egyptian revolution that began in 2010 with protests against poverty and oppression, where women played a central role. However, a 2013 study found Egypt ranked worst in the Arab world for women's rights, with over 99% of women facing sexual harassment. The document also discusses women's roles and rights under Islamic traditions, including norms around dress and the prevalence of female genital mutilation. Recent news highlighted controversial comments from an Egyptian cleric supporting spying on women, which was condemned by most Muslim scholars
The document advertises for a design school admission expert that can be called at +91 89712 96752. It promotes the website www.afdindia.com for more information and describes afdindia as a gateway to global design schools. The same text is repeated for promotional purposes.
This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
1) The author reflects on how digital tools can make teaching more efficient and allow access to new information resources.
2) They discuss concepts related to digital literacy like TPACK framework and using tools like Symbaloo to organize online resources.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily.
4) The author recognizes the importance of digital skills for teachers and using English online to practice outside the classroom.
This course reflection discusses what the student learned in the course and how it relates to their goals. The student reviewed their campus' STaR Chart and technology integration reports, which provided insight into how the school establishes goals. However, not all assignments aligned with the student's expectations. The student enjoyed learning about blogging and analyzing data but felt some assignments lacked depth. Overall, the student feels they gained knowledge on using technology to engage 21st century learners and prepare them for the future.
This document appears to be a portfolio from a student named Ana Satrustegui chronicling her experiences in a course on new technologies during 2014. It includes introductions to various topics each week such as digital competence, digital residents, and video editing tools. The portfolio consists of reflections after completing assignments where she had to demonstrate skills like creating online exercises and digital presentations. Overall, the document shows Ana's learning process as she gained exposure to new technologies and recognized their importance for her future career as a teacher.
This document is a portfolio from Ana Satrustegui's 2014 new technologies course at the Public University of Navarre. It includes an introduction and summaries of each of the 4 weekly lessons, which focused on developing digital competence and learning about tools like content creation, video editing, mind mapping, and rubrics. The portfolio also includes a report on how new technologies are used in classrooms at Saint Mary the Real School in Navarre, where interactive whiteboards are the main resource used by teachers.
This document appears to be a portfolio created by Ana Satrustegui for a course on new technologies from 2014-2015. It includes an index and sections for each week of the course as well as reports and conclusions. The document discusses how technologies have changed education and how teachers now need digital competence. It defines digital residents and visitors and says the author is a resident due to extensive internet use. Later sections discuss creating meaningful and authentic tasks for students using tools like Hot Potatoes and dotsub.
This document is a portfolio created by Ana Satrustegui Arambillet for a course on new technologies from 2014-2015. It includes summaries of her learning each week, with a focus on digital literacy and tools that can be used to create authentic learning tasks for students. Some of the tools highlighted include Hot Potatoes for creating interactive exercises, and dotsub for creating and viewing subtitles on videos to improve language learning. The portfolio evaluates her growth in understanding new technologies and how they can be best implemented for teaching.
Augmented Reality in Education: How AR is Shaping the Future of Learning?.pdfDark Bears
Technologies and science have opened the floodgates of opportunities for humanity. It has made our lives more convenient, comfortable, and easy by offering brilliant applications in healthcare, retail, communication, learning, and education.
This document outlines Almira May Estrada Cacal's portfolio on educational technology. It includes an introduction to the author, definitions of educational technology, discussions of how technology can be beneficial or detrimental to learning, and descriptions of concepts like Bloom's taxonomy and the cone of experiences. The roles of technology in learning are explored, such as how it can transform the teacher's role from lecturer to supporter. The document emphasizes that technology should be used properly to enhance education rather than distract or replace human interaction.
This document discusses the use of technology and the internet in the classroom. It covers several topics: the amount of money spent on technology and challenges with teacher adoption; studies linking technology to improved academic achievement and problem solving skills; how combining technology with instructional strategies can improve learning; and how teachers need training to effectively integrate technology. It also describes the "Knowledge Web" concept which creates an interactive way for students to learn and make connections. The conclusion emphasizes that technology is what we make of it, and teachers need to understand the tools and how to use them to enhance learning and make it fun.
Treasures and traps of this open learning worlddennis_mckoy
The document discusses the open world of learning using the WE-ALL-LEARN model as a framework. It describes how the availability of open educational resources, tools, and a participatory learning culture allows all learners to benefit from lifelong learning opportunities. However, it also notes challenges like the digital divide and need for quality assurance. Overall, the document advocates for embracing open and blended learning models to ensure no one is left behind in this new world of learning.
New ict for sustainable development microsoft powerpoint presentationNaomiDada
ICTs can help promote sustainable development through education by enabling time savings, teaching students important digital skills, and facilitating online learning. When integrated into lessons, technology can improve student engagement, knowledge retention, individualized and collaborative learning, and teach 21st century skills. It also benefits teachers by providing online resources to enhance lessons and free up time for other tasks like assisting struggling students. During the COVID-19 pandemic, many schools have turned to digital technologies and online learning platforms to continue educating the nearly 1 billion students affected by school closures worldwide, while paying attention to equity and vulnerable students.
C:\Fakepath\Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The document also addresses issues like the digital divide, ensuring quality, and addressing challenges in an open world.
Treasures and traps of this open learning worldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The framework addresses availability of tools/infrastructure, educational content/resources, and a participatory learning culture.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The availability of open tools/infrastructure, content/resources, and a participatory culture are key aspects. Problems, opportunities, and implications of this open world are also addressed.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by web technologies are also discussed. The document then covers issues, opportunities, and implications of an open world for various stakeholders in education.
E-Learning and Digital Education,Hyderabad | Digital TeacherDigital Teacher
We at Digital Teacher provide new product & service development and innovation process consulting focused on creating disruptive breakthrough in end-to-end Software development & E-Learning solutions. For more info take a glance at About Us page
This document contains a chart describing the advantages and disadvantages of using different technologies for education, including blended learning, Education 2.0, Web 2.0, and IT. For each technology, the chart lists advantages such as increased flexibility and interaction for students, as well as disadvantages like reliance on technical resources and potential distraction. The document also includes responses to prompts about designing an online lesson plan using WebQuest and addressing the lack of classroom technology.
This document discusses using digital resources to improve personal learning environments and personal learning networks. It defines a personal learning environment as the environment in which one learns efficiently using technology. Key aspects of a PLE include setting one's own learning goals and actively participating in a personal learning network to exchange information through digital objects like blogs and presentations. The document recommends curating an abundant flow of information from new media sources and providing products to one's network to actively nurture it. Maintaining a PLE involves lifelong learning and enrichment over time using powerful tools on the internet.
This document is the author's portfolio about educational technology. It discusses her background and experience taking educational technology courses. It provides definitions and explanations of key concepts in educational technology like instructional technology, technology integration, and the roles of technology in learning. It also outlines systematic approaches to teaching like defining objectives and choosing appropriate methods, experiences, and materials. Finally, it reflects on how the author has benefited from the educational technology courses and how today's students are equipped to learn in a technology-rich 21st century environment.
Before taking the course, the author was uncomfortable using technology beyond basic classroom tools. They have since learned to use many new tools, including creating websites, videos, and participating in online presentations. The course helped the author learn that technology can enhance teaching when used to engage students, solve problems, and present content creatively. Moving forward, the author plans to continue implementing technology solutions in their classroom, using tools like Edmodo to communicate, and exploring new resources to improve their teaching.
El documento describe las diferentes competencias elementales que incluyen la comunicación lingüística, las competencias matemáticas y científicas, la competencia digital, aprender a aprender, las competencias sociales y cívicas, el sentido de iniciativa y espíritu emprendedor, y la conciencia y expresiones culturales. Cada competencia se define a través de una serie de habilidades y capacidades clave.
John Lennon was a famous singer known for his song "Imagine." His wife, Yoko Ono Lennon, came up with the idea to use the lyrics of "Imagine" to tell a story about birds living in peace. Students are encouraged to draw something inspired by the story and lyrics of "Imagine" and take a picture to contribute to a book compiling all the drawings and creative works.
"The journey of language flying with e-twinning vueling" by Cristina Cirauquicirauqui
Este documento describe un proyecto de aprendizaje del idioma inglés para alumnos de 2o primaria que dura un curso escolar. El proyecto utiliza una metodología basada en proyectos y el método CLIL para enseñar contenidos académicos a través del inglés. Los estudiantes trabajan en grupos para crear productos como un diccionario de palabras, un mapa cultural interactivo y biografías sobre diferentes países de habla inglesa. El aprendizaje se centra en el desarrollo de habilidades ling
This study examined whether podcasting is an effective tool for improving language students' pronunciation. 22 students learning German or French recorded scripted and extemporaneous podcasts over 16 weeks. Their pre and post recordings were rated for comprehensibility and accentedness. Results showed minor improvements in pronunciation, with 44% of German and 10% of French students increasing comprehensibility. The study concluded that podcasting alone is not sufficient for improving pronunciation and must be combined with focused classroom practice and feedback to see significant gains.
This document is a power point presentation showing the improvements made to a Symbaloo website over the last few months. It focuses on organizing websites into categories related to entertainment, education, news, and social networks to demonstrate how the Symbaloo site has been enhanced.
Coments on the following websites wiki finalcirauqui
The document provides reviews of three math education websites: Hippocampus, Math Words, and NROC Math. For Hippocampus, the summary notes it provides digital resources across 13 subject areas for middle and high school as well as college through videos, examples, and simulations. For Math Words, the summary states it is an online math dictionary that defines terms alphabetically with topics and examples for secondary school students. For NROC Math, the summary indicates it focuses on providing instructional content and tools for math teachers and secondary students through videos, activities, and tutorials across various math topics.
This document outlines an activity for a group to work on topics related to exercise. The activity involves completing four tasks using an online tool called "HOT POTATOES" that will help the group develop a final mind map. The objectives are to learn about factors influencing health, develop healthy habits, work on different aspects of exercise through various activities, and create a concluding mind map. The main activity consists of four parts: a multiple choice quiz, matching exercise benefits to pictures, filling in the blanks about aerobic exercise, and completing a crossword with elements of exercise.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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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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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).
2. 5
INDEX
I. INTRODUCTION…………………………………
…3
II. MY FIRST EXPERIENCE WITH DIGITAL
DEVICES…………………………………………
…4
III. HOW DO WE USE DIGITAL
DEVICES?.........7
IV. DISCOVERING NEW
PROGRAMMES………..9
V. MEAGNINFUL
RESOURCES……………………11
VI. THE USE OF NEW TECHNOLOGIES IN
MY
INTERNSHIP…………………………………...
..13
VII. REFERENCES…………………………………
….14
3. INTRODUCTION
This portfolio is organized into five sections. On the one hand, the first four
ones makes reference to electronic resources used for teaching which have been shown
in the ICT subject, coursed at the Public University of Navarra. On the other hand,
the last part is dedicated to express my internship experience and, in particular, my
observation and viewpoint of the use of New Technologies inside and outside class by
my tutor.
Not only I am reflecting on how the Information Age has created a knowledge-based
society, but I also try to share different digital programmes which play a central role
in education. Therefore, the best way of making use of these educational tools is to
include them in my blog.
Regarding the development of teaching techniques through electronic tools, in my
view, these can make classes more efficient giving access to other informative
documents which help you to learn from developing new ways of teaching. This
could not be possible without the contribution of millions of advanced users who
create and share information to learn and teach.
5
4. MY FIRST EXPERIENCE WITH DIGITAL COMPETENCES
According to the first theory and practice class, one can realize about the
technological changes developed in the 21th Century. Digital competence is the most
recent concept describing technology related to skills. As future teachers, we must
take into account technical skills to use digital technologies in a meaningful way
for working, studying and for everyday life in general. Furthermore, we have to be
able to select them appropriately depending on our purposes to reach our educational
goals.
Apart from that, I think that we should enable the growth of this interesting
World participating in digital culture. We could use and learn from different points
of view over a same thing to understand how others think and this contribution to
get a better education. Sincerely, I did not used to be keen on learning about new
technologies; I just worked as an intermediate user who was not worried about
overcoming that level. As a matter of fact, I was not aware of the wide range of
opportunities to research, select and create new content online. However, nowadays I
have changed my mind and I am really interested in learning further information
about this unknown world.
At the beginning of the new course, I was afraid of the quantity of content to
5
assimilate. However, at the moment, I
am really motivated to know about
Common Framework of teaching digital
competence. Therefore, I decided to search
for information about all of the
5. knowledge which I had no idea. For example, which does TPACK, CALL, PLE, PLN,
VLE mean? I felt completely lost.
I discovered that Technological Pedagogical Content Knowledge (TPACK) is
a framework that identifies the knowledge which teachers need to teach effectively
with technology. But, what is it exactly? The following picture can show us the
complex interplay of three primary forms of knowledge: Content (CK), Pedagogy
(PK), and Technology (TK).
This approach goes beyond seeing these three knowledge bases in isolation.
TPACK also emphasizes the new kinds of knowledge that is obtained from the
intersections between them, representing four more knowledge which is applicable to
teaching with technology: Pedagogical Content Knowledge (PCK), Technological
Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the
intersection of all three circles, Technological Pedagogical Content Knowledge
(TPACK). In other words, this picture shows visually what we can obtain when we share
knowledge and think of the main parts which are necessary to make it more complex.
In addition, there were other unknown concepts to look up as PLE, PLN, VLE,
CLE and PWT. However, it was a bit complicated to find out and understand the
meaning of these confusing terms because I knew that all of them have in common
some aspects, but I did not ensure how they are connected. Therefore, I have chosen
this picture to explain them clearly.
5
Personal learning
environment is based on
collaborative learning and social
networks within communities of
practice. Attwell. Barnes, Bimrose
and Brown, (2008) said that a
PLE should be based on a set of
tools to allow personal access to
resources from multiple sources,
and to support knowledge
creation and communication.
Personal learning networks (PLN) share a close association with the concept
of PLE because a person makes a connection with another person with the specific
intent that some type of learning will occur because of that connection, deriving
knowledge from a personal learning environment. In this way, you will be able to
use personal web tools that help you to be an advanced user.
6. Furthermore, It has relation with CLE, because is an autonomous system
owned by any educational institutions. The academics or learners are the users of
some cloud based services, who all equally share the privileges like control, choice,
sharing of content on these services. However, VLE, Virtual Learning Environment
is an online educational platform. In this case, academics and the institutions have
the most control on this learning environment.
The major impact of the uses of new technologies and social networking for
learning is to move learning out of the institutions and into the society. The
Institutions should rethink their role as part of community and offer networks
supporting learning and collaborative knowledge development.
In this subject, we have had the opportunity to create an account in Symbaloo,
which will be a continuous process to evaluate at the end of the subject. It is an online
bookmarking tool which is useful to have access to all your habitual websites with
one click. I am really interested in developing and experimenting with this visual
tool properly. I think that its colorful structure make us spend time exploring it.
Moreover, you can separate some websites from others depends on their use. Therefore,
it gives us the possibility to organize them in our mind, too.
5
8. HOW DO WE USE DIGITAL DEVICES?
The 2nd week was dedicated to learn the dimensions of digital competences,
to realize which sub-competences we are used to using, to recognize if we are a
foundation, an intermediate or an advanced user and to know the meaning of an
advanced user. To answer these questions, we had to search for information to
analyze the meaning of these concepts in groups. Each group had to prepare a
presentation to explain to the rest of our mates. It was useful to listen what they have
concluded, because sometimes we say the same, but in a different way.
To know other concepts like “digital resident” or a “visitor”, and the academic
and social use of internet in Thailand compared with Spain, we had to read a survey
and answer some questions. When we shared opinions, in class, most of us
considered that we are digital resident because we tend to use the web in many
aspects of our lives. Although some people said that they are digital and visitor
resident because sometimes they use the web as a tool for achieving specific goals as
needs, but it is not a venue for conducting her social life.
According to the use of digital devices by
Thai students is similar to Spanish students in
some aspects. Most of us usually spend between
5-6 hours online. We do not know the exact
percentage of Spanish students who owe
technological devices, but we supposed to be like
Thai students in this aspect. Due the 75% of them
said that they have smartphone, 70% have
desktop and 35% tablet or iPad.
5
In relation with the use of smartphones
and tablets for social purposes and not for education, we all do agree that we mainly
use smartphones for social purposes and laptops or desktops for educational purposes.
Furthermore, we usually have a smartphone on.
However, the use of English in online gaming it is more frequent in Thai
students, because 61% of them use English in section E, and 48% in section D. From
my point of view and my experience, as Spanish language is one of the most
common language in the world we have the opportunity to play in our mother
tongue. Nevertheless, if you play with foreign people you will talk in the most
important language, the English.
We can compare this example with the importance of a second language in
films and TVs programmes. It is also remarkable to conclude that those countries
which did not have translation of films and TV programmes were bound to learn the
English basically because they needed to communicate in a single languge.
9. Nevertheless, we are used to watching them in Spanish, although nowadays we get
used to using English in digital devices, in general.
83% of Thai students consider that the use of digital devices help them to
practice English outside of class, and I think that it is the same than in Spain,
because we are improving our English due to the
access to use digital devices, outside and inside of
the class.
In the last environment, inside of the class,
the use of digital devices to learn English gives us
the chance of learning real word language. Moreover,
it provides us meaningful interactions because we
can create platforms and share opinions and
interests with students from other countries.
The fact of using English as an official language with digital devices has
caused the need of translating some words to understand the real meaning.
Therefore, it gives notable importance to choose the right translation programme.
Nowadays, teachers and students are aware of the potential of internet for accessing
to real English. However, most of us need to have more experience to learn The
English with digital devices correctly.
To sum up, we finished the week analyzing the good points and the bad
points of some webpages with educational purposes. Also, we had to realize; if those
were suitable for the age and the level of our students and If we can use them for
many topics and subjects like resources. Taking into account these ones, we had to
choose other two websites, to work and to include in an educational context.
5
10. DISCOVERING NEW PROGRAMMES
The third week has been dedicated to learn about creating powerful activities
using different educational programmes. I was not used to creating activities with
this kind of tools, but I am expected to use them from right now. For example, the
first programme learnt this week it was “Hot potatoes” which is easy to understand
its functions correctly, although sometimes you can have difficulties. It offers
several ways of developing our instructive aims, using interactive multiple-choice,
short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill
exercises. We had time to experiment with the programme by ourselves and we were
able to do three activities in the same class including a picture in one of them. From
my point of view, it is really helpful for our role as teachers, although we have not
discovered it yet properly.
According to the inclusion of videos in our work projects, I can say that I
knew about Movie Maker, Video Cuter and aTube Catcher because I had ever used.
However, I have learnt that everyone can download a video from YouTube without
any download programme and that it is possible to cut videos from Movie Maker and
Power Point. For the English Didactic, in the 3rd degree, my group chose the topic of
“San Fermin” for the final project and each one had to create their own lessons. In
my case, I decided to introduce my first lesson which was the first one of the project
with one video created by myself. The main aim of that video was to give an example
of working as a TV presenter, because the students would have to present something
using correctly verbal and non-verbal language as a competent TV presenter.
Therefore, I tried to present the common places in San Fermin in an ordinary day
comparing with another video in the same place, but in this international festival. It
was complicated to make it by myself, because I had never done anything like this
before and it took me long time, but it was worth the effort. Nowadays, I can use it to
compare with my current English level and to share it in this blog. It was two years
ago, so I do not look like the same person.
Another programme to create videos is “Animoto” which it has a wide
variety of styles to use. You can join different videos and clicking play, you will
enjoy watching that collection. From my point of view, I think that its main aim is
to attract completely the attention, and it encourages you to create new videos.
Finally, we have had the opportunity to transcribe one video through
“Dotsub” which it is a programme to subtitle a video between the groups of the practice
class. This task is for the next group and it consists of the following steps, each
group has to transcribe 2'10''.
5
11. · Firstly we have to download the video from YouTube.
· Secondly we cut the video in Movie Maker.
· Finally, we need to listen the video several times to transcribe it using
5
“Dotsub”.
This is the result of our work and effort. Click in the link: Reading &
Spelling teacher training section 5.3
The last task is really difficult for me because my worst skill in English
is the listening and it was necessary to write word by word, so you cannot invent
that the video says. In general, it has been a week really enjoyable, although
sometimes new technologies provoke us headache.
12. MEAGNINFUL RESOURCES
The fourth entry is based on explaining several digital programmes which are
really effective to include in our educational resources. In the theory class, some
groups gave us an explanation about the following programmes: Subtitle horse,
subtitle workshop, camptionatube, youtube, overstream, dotsub and amara. They had
to take into account the main advantages and disadvantages of them, to summarize
the relevant points.
Regarding the presentations, I think that we got a great impression to apply
them for different subjects, because, in this moment, we are aware of their conditions
and we can use them with different purposes. After that class, I had a look at these
programmes to investigate by my own. As a result, I think that I would not be able to
use them correctly, till I will have practiced seriously.
In addition, my group has used “dotsub” to subtitle a video about “Reading
and spelling”, and we have had some problems to upload the video, to save the
transcription, etc. In other words, to be an expert of using these programmes we need
to practice and to make a lot of mistakes.
Another task to perform in the theory class, it was to experiment with
programmes related to mind maps, in groups. We had to compare “Text 2 mind map”
and “Stormboad”. The first one was very similar to Cmaptools, although I prefer to
use Text 2 mind map, because in cmaptools when you add a box to write down, it
appears two boxes and sometimes you do not need both and you cannot eliminate one
of them. Furthermore, I would use “Text 2 mind map“because the appearance is more
remarkable and you can choose different styles of writing, colors, etc.
5
Stormboad has too many
templates to use with different
purposes, although it is necessary to
spend time discovering all of its
tools. I am sure you will find that
you are looking for, because it has
meaningful resources. Therefore, it
will take you time to get the right
template due to its wide variety. It
is really difficult to choose one
because they are completely
different and the use of them can be orientated to different purposes.
13. The practice class was very interesting because we have discussed about the
differences between memory test and practice test. Teachers have been using memory
tests to evaluate students for decades, but they did not realize that type of test is not
use checking if students have acquired the content required for that unit and if that
learning will be applied for their real lives. Because that results give us evidences that
students are learning by rote and that does not make sense.
We have to help students to be competent in different contexts and to develop
cognitive skills which will give them the opportunity to solve real problems. As my
blog’s title says, everyone needs to learn by using, because it is the only way to
acquire the knowledge properly. Mostly, if we learn something memorizing, we will
forget it quickly, but if we use that knowledge in a specific context, it does not
matter if we make mistakes, because we will remember what we do not have to do, so
we will not forget it easily.
According to the assessment, it is necessary to make the points to be
evaluated clear. When we were students, we weren't notified of what we had to know
exactly to pass the exam or to be an excellent student. If we were good at something,
any problem, but if we were bad at studying history, for example, what could we do?.
We could spend too many hours studying, but if we were not sure about what we
needed to know, we were losing our time. As a matter of fact, if we have clear how
teachers are going to evaluate us and what I need to know, we would focus on that
and we would do it successfully.
Rubrics are meaningful resources to assess. Because these are divided into
5
different sections
like content and
language written,
and in each one,
there are different
grades of
acquisition of that
skill. In
consequence
teachers and
students use these
grades to be
identified in any
of them, and to
take into account
what they need to
14. THE USE OF NEW TECHNOLOGIES IN MY INTERNSHIP
achieve. It is easier if we make everything clear from the first time, we will take
advantages of every minute.
By the end of the internship we were supposed to have an idea of the use of new
technologies in the classroom to teach foreign languages, its use outside class to prepare
digital resources and for organizational purposes.
What I have seen during my internship is that all the classrooms have an
interactive whiteboard, but teachers are not used to making the most of this powerful
tool. Actually, this happens because I know that such is a new digital challenging
resource.
My teacher usually makes use of the interactive whiteboard to start the unit
with a power point. She also explains and practices theoretical concepts using games
and activities online. Furthermore, she means to listen to songs and activities either
watching pictures or videos.
However, the interactive whiteboard is used as a projection system. She tends
to use the blackboard to rely on an outline, as well as to make the content clear
and finally write the activities'key down.
Apart from the resources have I seen my tutor uses for a teaching purpose in
the classroom, she also designs some activities in Microsoft Word and Power point.
These are targeted to students' learning.
Indeed, not only are new technologies been used for these purposes, but they
are also used for organizational ones. For instance, she uses Microsoft Excell to
create different schedules and so for, organize the course of the
units. Furthermore, she makes use of this programme to carry on with the
assessment. Regarding my tutor, I think that she could exploit new technologies
better.
To sum up, in my view, I think that the school should provide teachers with a
specific training on how bring new technologies into the classroom. I would
suggest to use Cmaptool so as to create a diagram and the use of concept maps at the
same time. Another remarkable tool to carry through the teaching process is the
useful programme VUE. Not only is possible to create concept maps in this, but it is
also beneficial because when you create a mind map, you are connecting them with
digital resources. You can have a look at the following website: http://vue.tufts.edu/
5
15. 5
References:
Dhabi, A., (2007). What is CALL?. United Arab Emirates. Retrieve
from: http://advanceducation.blogspot.com.es/2007/04/what-is-call-computer-assisted-
language.html
Edublend. (2013). Technology Enhanced Active learning & Team Based Learning
UK HESTEM community launch. United Kingdom. Retrieve
from: http://edublend.blogspot.com.es/
Llomäki, L., Kantosalo, A. & Lakkala, M., (2011). What is digital competence? EUN
Partnership AISBL. Retrieve from:
http://linked.eun.org/c/document_library/get_filep_l_id=16319&folderId=22089&
name=DLFE-711.pdf
Koehler, M. J., (2006). What is TPACK?. Retrieve from: http://www.tpack.org/
Jarvis, H., Digital residents: practices and perceptions of non-native
speakers. University of Salford, UK.
The following WebPages:
· www.dotsub.com
· www.animoto.es
· Movie Maker programme
· Hot potatoes programme
· www.youtube.com
· http://dotsub.com/
· http://www.phdcomics.com/comics.php?f=1319 /
· https://www.stormboard.com/
· https://www.text2mindmap.com/