This document discusses using QR codes and iPads for interactive web searches. It provides background on the topic and mentions using BINGO and goo.gl in relation to interactive web searches with QR codes and iPads.
Tools! Tools! Tools! Using Web 2 Tools in the ClassroomCandace Figg
This document discusses using Web 2.0 tools in the classroom. It provides links to two tools, Twiddla and a Wiki, for an activity called Web 2 Jigsaw. It also lists some questions teachers should consider when planning to use these tools pedagogically, such as how to use the tools, what preparation and classroom management is required, technology needs, and required technical skills.
Seven Skills Of Highly Effective Web2 Science TeachersCandace Figg
The document discusses seven skills for highly effective science teachers using Web 2.0 tools: 1) social bookmarking to share resources using tags, 2) edublogging to create blogs for educational purposes, 3) wikis as editable collaborative web pages, 4) streaming video for demonstrations and experiments, 5) podcasting to create audio files, 6) RSS feeds to automatically update on new content without daily checking, and 7) social networking to connect based on shared interests. Examples are provided for using each tool to promote scientific literacy.
This document is a collection of captions describing photos of a cat named OzzyEspada Melendez. It shows Ozzy sleeping in various places around the house, interacting with his owner and toys, and looking out the window at birds. The captions express the owner's love for Ozzy and sadness now that Ozzy has passed away.
The document provides instructions for teachers on how to use blogs to build community and engage 21st century learners in the classroom. It recommends that teachers first brainstorm potential uses of blogs and consider technology needs and classroom management. Teachers are then instructed to set up their own blog in 5 easy steps by going to the Blogger website and creating posts, adding links, images and videos, and saving and sharing the blog. Finally, teachers are prompted to try commenting on a neighbor's blog to start building interaction and community.
eBooks in Education - iPad Workshop by Katia CiampaCandace Figg
This document discusses eBooks in education. It begins with an introduction that defines eBooks and describes different types. It then discusses features of eBooks like animations, sound effects, and games. It analyzes the potential benefits and pitfalls of these features. Principles of effective eBook design are outlined. The document proposes an activity to create eBooks or lessons and discusses aligning eBooks with Ontario curriculum expectations. It concludes that eBooks can help achieve literacy when used effectively with print books.
This document outlines a professional development plan for four Grade 2 teachers to learn how to use podcasts in the classroom. The plan includes analyzing the learners' needs, designing a workshop to model and practice creating podcasts using Audacity and PodBean, developing materials over winter break, implementing the workshop in February, and evaluating its effectiveness. The workshop will introduce podcasts, demonstrate the tools, provide a sample podcast and tutorial, and have teachers practice recording an interview podcast.
The document provides instructions for an online workshop on using collaborative tools like OneDrive, Popplet, and Twiddla. Participants are asked to set up accounts, add comments to a Twiddla page about using collaborative activities in the classroom, organize the comments into an idea map on Popplet, add to a shared presentation on uses of collaborative tools, and edit an Office 365 document together. The goal is to build knowledge collaboratively using different web tools.
ONE'selling, Un Anno di Business Insieme, è un progetto di partnership che si sviluppa in una serie di attività volte ad affinare le strategie operative di marketing e a migliorare la capacità di vendita della rete commerciale
Tools! Tools! Tools! Using Web 2 Tools in the ClassroomCandace Figg
This document discusses using Web 2.0 tools in the classroom. It provides links to two tools, Twiddla and a Wiki, for an activity called Web 2 Jigsaw. It also lists some questions teachers should consider when planning to use these tools pedagogically, such as how to use the tools, what preparation and classroom management is required, technology needs, and required technical skills.
Seven Skills Of Highly Effective Web2 Science TeachersCandace Figg
The document discusses seven skills for highly effective science teachers using Web 2.0 tools: 1) social bookmarking to share resources using tags, 2) edublogging to create blogs for educational purposes, 3) wikis as editable collaborative web pages, 4) streaming video for demonstrations and experiments, 5) podcasting to create audio files, 6) RSS feeds to automatically update on new content without daily checking, and 7) social networking to connect based on shared interests. Examples are provided for using each tool to promote scientific literacy.
This document is a collection of captions describing photos of a cat named OzzyEspada Melendez. It shows Ozzy sleeping in various places around the house, interacting with his owner and toys, and looking out the window at birds. The captions express the owner's love for Ozzy and sadness now that Ozzy has passed away.
The document provides instructions for teachers on how to use blogs to build community and engage 21st century learners in the classroom. It recommends that teachers first brainstorm potential uses of blogs and consider technology needs and classroom management. Teachers are then instructed to set up their own blog in 5 easy steps by going to the Blogger website and creating posts, adding links, images and videos, and saving and sharing the blog. Finally, teachers are prompted to try commenting on a neighbor's blog to start building interaction and community.
eBooks in Education - iPad Workshop by Katia CiampaCandace Figg
This document discusses eBooks in education. It begins with an introduction that defines eBooks and describes different types. It then discusses features of eBooks like animations, sound effects, and games. It analyzes the potential benefits and pitfalls of these features. Principles of effective eBook design are outlined. The document proposes an activity to create eBooks or lessons and discusses aligning eBooks with Ontario curriculum expectations. It concludes that eBooks can help achieve literacy when used effectively with print books.
This document outlines a professional development plan for four Grade 2 teachers to learn how to use podcasts in the classroom. The plan includes analyzing the learners' needs, designing a workshop to model and practice creating podcasts using Audacity and PodBean, developing materials over winter break, implementing the workshop in February, and evaluating its effectiveness. The workshop will introduce podcasts, demonstrate the tools, provide a sample podcast and tutorial, and have teachers practice recording an interview podcast.
The document provides instructions for an online workshop on using collaborative tools like OneDrive, Popplet, and Twiddla. Participants are asked to set up accounts, add comments to a Twiddla page about using collaborative activities in the classroom, organize the comments into an idea map on Popplet, add to a shared presentation on uses of collaborative tools, and edit an Office 365 document together. The goal is to build knowledge collaboratively using different web tools.
ONE'selling, Un Anno di Business Insieme, è un progetto di partnership che si sviluppa in una serie di attività volte ad affinare le strategie operative di marketing e a migliorare la capacità di vendita della rete commerciale
This document introduces the TPACK Design Framework for designing effective technology-enhanced science instruction. The framework is based on characteristics of effective science learning, science teaching, and technology-enhanced instruction. It uses the TPACK model and a framework of TPACK-in-Practice to create criteria (questions) to guide the design, implementation, and reflection of technology-enhanced science lessons. The goal is to help teachers assess how digital technologies can meet science learning goals and 21st century skills. Going through the TPACK Design Framework is intended as a recursive process that can develop teachers' TPACK knowledge for technology-integrated science teaching.
Create digital learning for your students in 30 seconds with AnimotoCandace Figg
In 30 seconds or less, educators can create digital learning for their students using the free online Animoto video creation tool. Attendees of the August 2014 Lagniappe Workshops are encouraged to sign up for an Animoto education account in preparation for the workshop, which will demonstrate how to make 30-second introduction videos and brainstorm uses of the tool for classroom instruction and management while considering technology needs and skills.
This document provides instructions for setting up and using Pinterest, including how to sign up for an account, create boards, pin images, add the Pin It button, and collaborate by adding other users. Key aspects covered are setting up boards, using the Pin It button to save images, understanding the anatomy of individual pins or posts, and how to add other collaborators to boards. The document suggests considering classroom uses for Pinterest and addresses related pedagogical and technical considerations. It concludes by having the reader build their own Pinterest board and pins and add a collaborator.
The document provides instructions for participants attending the Lagniappe Workshops in August 2014. It directs users to set up a Twitter account, explore curation tools like Paper.li, Scoop.it and Storify, and tweet about what they are learning using the #lagniappe2014 hashtag. It also prompts users to create curated materials using one of the tools and share it on Twitter.
The document discusses using the website Polleverywhere.com to create polls and surveys to enhance in-class discussion and learning. It outlines an activity where participants will: 1) Use Polleverywhere.com to create polls, 2) Discuss how polls can be applied in the classroom, 3) Learn how to create open-ended and multiple choice polls on the site. The goal is to demonstrate how creating polls can engage students and connect to different content areas.
This document provides instructions for teachers to assess students through games and polls using various online tools. It outlines how to create a Jeopardy game using Jeopardy Labs to review class topics, have students answer survey questions using Socrative to gauge understanding, and set up a Socrative quiz with multiple choice, short answer, and true/false questions to assess learning. Key website addresses and sign-in information are provided to allow teachers to immediately start setting up these assessment activities online.
Virtual field trips for cooperative learningCandace Figg
This document provides instructions for setting up virtual field trips using wikis and blogs. It explains that virtual field trips allow cooperative learning without leaving the classroom by taking students on online explorations. Readers are guided through setting up their own wiki virtual field trip in 5 steps and their own blog virtual field trip in 4 steps. Resources for planning virtual field trips are also provided.
This document discusses using QR codes and iPads for interactive web searches. It provides background information on a topic and mentions using BINGO and a shortened URL (goo.gl). The essential information is conveyed in a concise 3 sentence summary as requested.
VoiceThreads for Collaborative Knowledge BuildingCandace Figg
This document discusses using VoiceThread, an online tool, for collaborative knowledge building. It provides instructions on how to set up a VoiceThread account and create a VoiceThread presentation in 5 steps by adding slides, text, images, and an initial message. The document also includes links to a sample VoiceThread demonstration and a website with more resources on using VoiceThread for different classroom activities and pedagogical thinking.
This document discusses the reasons to use ePortfolios, including that they allow students to collect artifacts from key courses to demonstrate their knowledge, skills and development over time. ePortfolios also facilitate program assessment by programs being able to evaluate students' work at different assessment points using rubrics and identify gaps. Finally, the document mentions different platforms like PassPORT and Google Sites that can be used to create and submit ePortfolios for evaluation.
This document outlines the schedule and activities for a workshop on integrating technology into instruction. The workshop will take place on December 7th from 9:00-2:15 at Brock University and will feature demonstrations of tools that can be used and repurposed for teaching. It will include an essential modeling activity to set the stage, followed by a tool demonstration and "TechSlam" where additional examples of instructional uses are provided. Participants will have an opportunity for guided practice with a concluding activity. The workshop aims to model new technology skills while keeping technical instruction minimal.
This document outlines the design of a professional development workshop and coaching session for grade 4 teachers on using WebQuests in their medieval studies curriculum. It includes analyzing the learning goals, designing model activities and learning objects to demonstrate how to create a WebQuest using Zunal, developing the workshop materials, and plans for implementing the workshop and evaluating its effectiveness. The overall goal is to teach teachers how to build their own WebQuests and incorporate them into lessons to enhance student learning.
This document discusses how digital learners named Kylie use cloud tools and web 2.0 technologies for learning. It explains that the cloud refers to data storage and web 2.0 tools that can be accessed online and shared with others. Examples of specific cloud tools used by Kylie include YouTube, SlideShare, Popplet, and Prezi for communicating, creating, and collaborating as a digital learner across different platforms and media.
This document provides tips for creating effective PowerPoint presentations. It recommends keeping designs simple with no more than 3 fonts and using images that match content. Bullets should include only key points, not full stories. Text within images can be difficult to read, and empty space makes presentations more restful. Balance and proper image placement according to rules of thirds enhances visual design. Animations and transitions should be used sparingly to avoid distraction. The goal is to organize information clearly and tell a story through visuals to engage 21st century learners.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document introduces the TPACK Design Framework for designing effective technology-enhanced science instruction. The framework is based on characteristics of effective science learning, science teaching, and technology-enhanced instruction. It uses the TPACK model and a framework of TPACK-in-Practice to create criteria (questions) to guide the design, implementation, and reflection of technology-enhanced science lessons. The goal is to help teachers assess how digital technologies can meet science learning goals and 21st century skills. Going through the TPACK Design Framework is intended as a recursive process that can develop teachers' TPACK knowledge for technology-integrated science teaching.
Create digital learning for your students in 30 seconds with AnimotoCandace Figg
In 30 seconds or less, educators can create digital learning for their students using the free online Animoto video creation tool. Attendees of the August 2014 Lagniappe Workshops are encouraged to sign up for an Animoto education account in preparation for the workshop, which will demonstrate how to make 30-second introduction videos and brainstorm uses of the tool for classroom instruction and management while considering technology needs and skills.
This document provides instructions for setting up and using Pinterest, including how to sign up for an account, create boards, pin images, add the Pin It button, and collaborate by adding other users. Key aspects covered are setting up boards, using the Pin It button to save images, understanding the anatomy of individual pins or posts, and how to add other collaborators to boards. The document suggests considering classroom uses for Pinterest and addresses related pedagogical and technical considerations. It concludes by having the reader build their own Pinterest board and pins and add a collaborator.
The document provides instructions for participants attending the Lagniappe Workshops in August 2014. It directs users to set up a Twitter account, explore curation tools like Paper.li, Scoop.it and Storify, and tweet about what they are learning using the #lagniappe2014 hashtag. It also prompts users to create curated materials using one of the tools and share it on Twitter.
The document discusses using the website Polleverywhere.com to create polls and surveys to enhance in-class discussion and learning. It outlines an activity where participants will: 1) Use Polleverywhere.com to create polls, 2) Discuss how polls can be applied in the classroom, 3) Learn how to create open-ended and multiple choice polls on the site. The goal is to demonstrate how creating polls can engage students and connect to different content areas.
This document provides instructions for teachers to assess students through games and polls using various online tools. It outlines how to create a Jeopardy game using Jeopardy Labs to review class topics, have students answer survey questions using Socrative to gauge understanding, and set up a Socrative quiz with multiple choice, short answer, and true/false questions to assess learning. Key website addresses and sign-in information are provided to allow teachers to immediately start setting up these assessment activities online.
Virtual field trips for cooperative learningCandace Figg
This document provides instructions for setting up virtual field trips using wikis and blogs. It explains that virtual field trips allow cooperative learning without leaving the classroom by taking students on online explorations. Readers are guided through setting up their own wiki virtual field trip in 5 steps and their own blog virtual field trip in 4 steps. Resources for planning virtual field trips are also provided.
This document discusses using QR codes and iPads for interactive web searches. It provides background information on a topic and mentions using BINGO and a shortened URL (goo.gl). The essential information is conveyed in a concise 3 sentence summary as requested.
VoiceThreads for Collaborative Knowledge BuildingCandace Figg
This document discusses using VoiceThread, an online tool, for collaborative knowledge building. It provides instructions on how to set up a VoiceThread account and create a VoiceThread presentation in 5 steps by adding slides, text, images, and an initial message. The document also includes links to a sample VoiceThread demonstration and a website with more resources on using VoiceThread for different classroom activities and pedagogical thinking.
This document discusses the reasons to use ePortfolios, including that they allow students to collect artifacts from key courses to demonstrate their knowledge, skills and development over time. ePortfolios also facilitate program assessment by programs being able to evaluate students' work at different assessment points using rubrics and identify gaps. Finally, the document mentions different platforms like PassPORT and Google Sites that can be used to create and submit ePortfolios for evaluation.
This document outlines the schedule and activities for a workshop on integrating technology into instruction. The workshop will take place on December 7th from 9:00-2:15 at Brock University and will feature demonstrations of tools that can be used and repurposed for teaching. It will include an essential modeling activity to set the stage, followed by a tool demonstration and "TechSlam" where additional examples of instructional uses are provided. Participants will have an opportunity for guided practice with a concluding activity. The workshop aims to model new technology skills while keeping technical instruction minimal.
This document outlines the design of a professional development workshop and coaching session for grade 4 teachers on using WebQuests in their medieval studies curriculum. It includes analyzing the learning goals, designing model activities and learning objects to demonstrate how to create a WebQuest using Zunal, developing the workshop materials, and plans for implementing the workshop and evaluating its effectiveness. The overall goal is to teach teachers how to build their own WebQuests and incorporate them into lessons to enhance student learning.
This document discusses how digital learners named Kylie use cloud tools and web 2.0 technologies for learning. It explains that the cloud refers to data storage and web 2.0 tools that can be accessed online and shared with others. Examples of specific cloud tools used by Kylie include YouTube, SlideShare, Popplet, and Prezi for communicating, creating, and collaborating as a digital learner across different platforms and media.
This document provides tips for creating effective PowerPoint presentations. It recommends keeping designs simple with no more than 3 fonts and using images that match content. Bullets should include only key points, not full stories. Text within images can be difficult to read, and empty space makes presentations more restful. Balance and proper image placement according to rules of thirds enhances visual design. Animations and transitions should be used sparingly to avoid distraction. The goal is to organize information clearly and tell a story through visuals to engage 21st century learners.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024