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Children with ADD and ADHD can struggle in the classroom due to difficulties with focus, interaction, and communication. The document discusses strategies like assistive technology, increased teacher-parent involvement through email and video conferences, and file sharing to set student goals and assessments to help children with ADD and ADHD succeed.
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Research paper itec 8133
The document discusses the potential benefits of a technology-rich mathematics classroom based on research. It identifies three areas of positive effects: (1) observable student behaviors like engagement and motivation; (2) measurable cognitive skills like critical thinking and problem solving; and (3) intuitive abilities like making connections and applying knowledge. The conclusion states that while integrating technology poses challenges, the overall effects on preparing students for the workforce are positive.
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The document discusses the potential benefits of technology in secondary mathematics classrooms. It outlines three categories of observed effects: (1) observable student behaviors like enthusiasm and engagement; (2) measurable cognitive skills like higher-order thinking and problem solving; and (3) intuitive abilities like making connections and applying knowledge. The conclusion states that while integrating technology presents challenges, the overall effects on training students and developing an informed workforce are positive.
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The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
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Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
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Technology argument
The document discusses how technology impacts education and where education should go in the future. It covers the effects of media and tutoring software on learning, how technology can support different instructional strategies, and skills needed for 21st century learners like technology literacy and real world skills. The document concludes by asking where we want our children to be and what next steps are needed to help guide education into the future.
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Integrating technology in middle schools can help students enter the 21st century more confidently and ready to take on global challenges. It increases student motivation and enhances relationships between students and teachers by allowing students to explore concepts hands-on as critical thinkers. When technology integration is successful, students are actively engaged, able to transfer knowledge between home and school, and have increased self-esteem while the dropout rate decreases. Teachers can meaningfully integrate technology by working within frameworks and challenging students to explore content at differentiated instruction work stations, successfully including exceptional students.
Sigcse 2015
http://dl.acm.org/citation.cfm?id=2677272&CFID=468761520&CFTOKEN=94977925
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Computing is now one of the fastest growing fields of employment, with a large bias placed on developing Science, Technology, Engineering, and Mathematics (STEM) education in schools. However, due to the fast pace of technology development, it is increasingly difficult for schools to keep up with the latest computing methodologies. A possible solution is the use of university outreach programmes, whereby local universities can provide training workshops on areas that can be challenging for schools to implement. This can be problematic, as there is a perceived lack of interest in the methods used to interact with secondary school pupils on a university level.
This paper introduces a week long ‘Easter Computing School’, comprising of five workshop sessions on different topics. These sessions were analysed in terms of user engagement, to better understand aspects that are important to secondary school pupils. It was found that a combination of theory and interactive workshop sessions can provide the highest levels of engagement and their use is encouraged in future workshop design.
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Research paper itec 8133
The document discusses the potential benefits of a technology-rich mathematics classroom based on research. It identifies three areas of positive effects: (1) observable student behaviors like engagement and motivation; (2) measurable cognitive skills like critical thinking and problem solving; and (3) intuitive abilities like making connections and applying knowledge. The conclusion states that while integrating technology poses challenges, the overall effects on preparing students for the workforce are positive.
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The document discusses the potential benefits of technology in secondary mathematics classrooms. It outlines three categories of observed effects: (1) observable student behaviors like enthusiasm and engagement; (2) measurable cognitive skills like higher-order thinking and problem solving; and (3) intuitive abilities like making connections and applying knowledge. The conclusion states that while integrating technology presents challenges, the overall effects on training students and developing an informed workforce are positive.
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The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
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Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Technology argument
The document discusses how technology impacts education and where education should go in the future. It covers the effects of media and tutoring software on learning, how technology can support different instructional strategies, and skills needed for 21st century learners like technology literacy and real world skills. The document concludes by asking where we want our children to be and what next steps are needed to help guide education into the future.
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Integrating technology in middle schools can help students enter the 21st century more confidently and ready to take on global challenges. It increases student motivation and enhances relationships between students and teachers by allowing students to explore concepts hands-on as critical thinkers. When technology integration is successful, students are actively engaged, able to transfer knowledge between home and school, and have increased self-esteem while the dropout rate decreases. Teachers can meaningfully integrate technology by working within frameworks and challenging students to explore content at differentiated instruction work stations, successfully including exceptional students.
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http://dl.acm.org/citation.cfm?id=2677272&CFID=468761520&CFTOKEN=94977925
Abstract:
Computing is now one of the fastest growing fields of employment, with a large bias placed on developing Science, Technology, Engineering, and Mathematics (STEM) education in schools. However, due to the fast pace of technology development, it is increasingly difficult for schools to keep up with the latest computing methodologies. A possible solution is the use of university outreach programmes, whereby local universities can provide training workshops on areas that can be challenging for schools to implement. This can be problematic, as there is a perceived lack of interest in the methods used to interact with secondary school pupils on a university level.
This paper introduces a week long ‘Easter Computing School’, comprising of five workshop sessions on different topics. These sessions were analysed in terms of user engagement, to better understand aspects that are important to secondary school pupils. It was found that a combination of theory and interactive workshop sessions can provide the highest levels of engagement and their use is encouraged in future workshop design.
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Digital index cards using the Evernote application were implemented in an 8th grade advanced math class to address issues with retention of concepts and lack of self-regulated studying. This intervention led to an 82% increase in retention on cumulative tests and more organized note-taking among 87% of advanced students. Students reported finding concepts easier to locate digitally and intended to use digital note-taking in other classes, showing promise for using technology to improve math learning and engagement.
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The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
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The document discusses the benefits of integrating technology into education. It argues that technology can boost student achievement on tests, promote higher-order thinking skills, and prepare students for the workforce. However, it also notes that there may be resistance to change without proper collaboration, training, and support for teachers. Overall, the document makes the case that now is the time for schools to adopt technology due to the potential benefits for students, but that careful planning is needed to realize those benefits.
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3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
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10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
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1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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The document discusses the benefits of integrating technology into education. It argues that technology can boost student achievement on tests, promote higher-order thinking skills, and prepare students for the workforce. However, it also notes that there may be resistance to change without proper collaboration, training, and support for teachers. Overall, the document makes the case that now is the time for schools to adopt technology due to the potential benefits for students, but that careful planning is needed to realize those benefits.
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This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
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The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
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This document discusses digital storytelling and its use for capturing student learning as evidence-based practices. It defines digital stories as multimedia movies that combine various elements like photos, video, sound, and narrative. The document outlines several pedagogical purposes of digital storytelling like developing 21st century skills in students such as creativity, critical thinking, communication skills. It describes the seven common elements of digital stories and provides examples of how to design storytelling tasks and assess student work through rubrics. The document aims to guide faculty on incorporating digital storytelling in their courses.
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As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
Jacob Davidsens presentation "Interaction between learners" at CAL11
This document discusses levels of interaction between learners in technology-rich learning environments. It presents a three-level model of interaction: 1) "Lets learn together now" involving loosely coupled information sharing and light interactions, 2) "The right answer is there, lets find it" adding tighter coupling and coordination, and 3) "Follow the plan" with tightly coupled collaboration. The document concludes that focusing on these interaction levels can help develop learning activities and designs that better support collaboration between students.
Media fluency
Media fluency refers to the ability to interpret messages in media and communicate using multiple formats. It is defined by the 2Ls of listening and leveraging. Listening involves measuring the effectiveness of messages, including verifying the message and analyzing the medium. Leveraging means learning how to communicate effectively and identify the appropriate medium to get a message out, considering the audience, content, and desired outcome. Media fluency helps enhance the learning and teaching process by allowing teachers to incorporate different media like videos, slides, and social media to creatively impart information to students and analyze messages.
Pineda Mary-Rizaline-
The document discusses educational technology and digital literacy. It outlines course objectives for a class on educational technology, which include imparting instructional technology skills, providing education on technology use, acquainting students with information technology, engaging learners in practical technology integration, and inculcating higher-level thinking and creativity. It also discusses evaluating students' technology skills and outlines six digital fluencies: solution fluency, information fluency, collaboration, media fluency, creativity fluency, and digital ethics.
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
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Cell Therapy Expansion and Challenges in Autoimmune Disease
Does Over-Masturbation Contribute to Chronic Prostatitis.pptx
Does Over-Masturbation Contribute to Chronic Prostatitis.pptx
Basavarajeeyam - Ayurvedic heritage book of Andhra pradesh
Basavarajeeyam - Ayurvedic heritage book of Andhra pradesh
Top Effective Soaps for Fungal Skin Infections in India
Top Effective Soaps for Fungal Skin Infections in India
Identification and nursing management of congenital malformations .pptx
Identification and nursing management of congenital malformations .pptx
#cALL# #gIRLS# In Dehradun ꧁❤8107221448❤꧂#cALL# #gIRLS# Service In Dehradun W...
#cALL# #gIRLS# In Dehradun ꧁❤8107221448❤꧂#cALL# #gIRLS# Service In Dehradun W...
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptx
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptx
Presentation add:adhd
- 1. Children with ADD and ADHD Assistive Technology, Classroom Interaction, and communication
- 2. What is ADD and ADHD?
- 3. Effects on Children With ADD and ADHD
- 4. Strategies, Solutions, & Technology
- 5. teacher-parent involvement Effectively using e-mail to remind about projects. Taking advantage of vide conferences for remote student assistance and teacher=parent discussions. File exchange to communicate to the parents about goals and areas to be assess.