This document discusses the importance of including educational technologies in teacher training and professional development. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, national strategic objectives, and aims of initiatives regarding continuous teacher development. The goals of these international and national initiatives are to improve teacher competency standards relating to ICT and professional skills for the 21st century knowledge-based society.
The document discusses strengthening DepEd's policy development process. It provides context on relevant laws and DepEd orders establishing policy development guidelines. The objectives are to familiarize participants with DO 43, orient research committees, and build capacity in research, ethics, and using research in policy. Key aspects of the new policy process in DO 13 include evidence-based policy making, defined procedures, compliance monitoring, and periodic review. The BERF further supports evidence-based policy under DO 43. Core elements of DepEd orders as policy instruments are also outlined.
Professionalization of Teaching in the PhilippinesRia Alajar
The document discusses the professionalization of teachers in the Philippines. It begins by explaining that RA7836 recognizes teachers as vital for nation-building and developing a responsible citizenry. It declares that teacher education shall be of the highest quality and oriented towards Philippine conditions. RA9293 amends certain sections of RA7836. It provides the minimum educational qualifications for teachers in different grade levels, such as a Bachelor's degree in early childhood education for preschool teachers or a Bachelor's degree in education for secondary teachers. The document was written by Ria D. Alajar and is from the book "Teaching Profession" published in 2020.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The document discusses the foundations of teaching and learning with technology. It defines educational technology as any technology used by educators to support teaching and learning. It describes different learning theories, factors that affect learning, and learner characteristics. It frames teaching as a planned process that considers individual and environmental factors. Finally, it provides a brief historical overview of how educational technology has evolved from early audio-visual tools to today's digital systems and how each teacher must decide how best to utilize technology.
ASEAN Integration 2020 is a topic from the subject Trends, Problems, and Innovations in Education (EdM 403) of the degree Master of Arts in Educational Management, ASEAN Declaration, ASEAN Vision 2020, Bali Concord II in 2003, ASEAN Vision 2020 undertakings, ASEAN Education Ministers Meeting (ASED), ASEAN University Network (AUN), Joint statement of the 9th ASED, ASEAN work plan on education 2016-2020, ASEAN Summit
This document provides a rubric to evaluate concept maps. It rates concept maps on a scale from 1 to 4 in four categories: organization, content and terminology, and connections between concepts. A score of 1 indicates the concept map is below standard, while a score of 4 exemplifies an excellent concept map that is well-organized, uses appropriate terminology and concepts accurately, and clearly shows relationships among ideas.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
The document discusses strengthening DepEd's policy development process. It provides context on relevant laws and DepEd orders establishing policy development guidelines. The objectives are to familiarize participants with DO 43, orient research committees, and build capacity in research, ethics, and using research in policy. Key aspects of the new policy process in DO 13 include evidence-based policy making, defined procedures, compliance monitoring, and periodic review. The BERF further supports evidence-based policy under DO 43. Core elements of DepEd orders as policy instruments are also outlined.
Professionalization of Teaching in the PhilippinesRia Alajar
The document discusses the professionalization of teachers in the Philippines. It begins by explaining that RA7836 recognizes teachers as vital for nation-building and developing a responsible citizenry. It declares that teacher education shall be of the highest quality and oriented towards Philippine conditions. RA9293 amends certain sections of RA7836. It provides the minimum educational qualifications for teachers in different grade levels, such as a Bachelor's degree in early childhood education for preschool teachers or a Bachelor's degree in education for secondary teachers. The document was written by Ria D. Alajar and is from the book "Teaching Profession" published in 2020.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The document discusses the foundations of teaching and learning with technology. It defines educational technology as any technology used by educators to support teaching and learning. It describes different learning theories, factors that affect learning, and learner characteristics. It frames teaching as a planned process that considers individual and environmental factors. Finally, it provides a brief historical overview of how educational technology has evolved from early audio-visual tools to today's digital systems and how each teacher must decide how best to utilize technology.
ASEAN Integration 2020 is a topic from the subject Trends, Problems, and Innovations in Education (EdM 403) of the degree Master of Arts in Educational Management, ASEAN Declaration, ASEAN Vision 2020, Bali Concord II in 2003, ASEAN Vision 2020 undertakings, ASEAN Education Ministers Meeting (ASED), ASEAN University Network (AUN), Joint statement of the 9th ASED, ASEAN work plan on education 2016-2020, ASEAN Summit
This document provides a rubric to evaluate concept maps. It rates concept maps on a scale from 1 to 4 in four categories: organization, content and terminology, and connections between concepts. A score of 1 indicates the concept map is below standard, while a score of 4 exemplifies an excellent concept map that is well-organized, uses appropriate terminology and concepts accurately, and clearly shows relationships among ideas.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
Instruction refers to various teaching methods and requires teachers to use a variety of techniques to deliver the curriculum. How well instruction is done depends on factors like the learner, teacher, learning environment, subject matter, and teaching methods. Assessment provides value by measuring instructional quality and student learning. For maximum student progress, instruction and assessment should be intertwined so teaching is focused on what students are assessed on.
EdTech1 C1: My Learning Journey in Educational Technology 1herli ann virador
1. The document discusses different definitions and perspectives on technology, including technology as tools to solve problems efficiently, reliable devices for presentations, and gadgets for tasks like cooking and entertainment.
2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for students to build interpretations of the world.
3. The last part describes educational technology as the selection, development, use and management of technologies and resources for learning, with five domains: design, development, utilization, management, and evaluation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
Teaching learning techniques for effective outcome based educationReshma Fathima .K
This document discusses traditional education versus outcome-based education (OBE). It outlines some key differences, such as traditional education being content-oriented while OBE focuses on what students learn and the outcomes of completing a program. It explains that OBE determines desired outcomes first before designing the curriculum, teaching methods, and facilities to support those outcomes. The document provides guidelines for establishing OBE, including defining program educational objectives, program outcomes, curriculum, evaluation processes, and continual improvement based on feedback. It also discusses challenges of implementing OBE and strategies for improving student performance through effective teaching and assessment activities.
Teaching Science in the Elementary Course Syllabus.docxMichaelTSebullen
The document provides information about an institution's vision, mission, learning objectives, and a science course for teaching elementary grades. It includes:
- The institution's vision is to provide education for all with liberty, justice, truth and equity. Its mission is to promote excellence in human development.
- The science course, Teaching Science in Elementary Grades, covers topics like the properties of matter, changes in materials, parts and functions of living things, heredity and ecosystems.
- The course aims to help students understand science concepts, utilize teaching strategies, develop instructional materials and assessments, and implement science teaching in elementary grades. It provides various learning activities to achieve these objectives.
This document discusses the history and concepts of educational technology and information and communication technology (ICT). It defines technology as tools, equipment, and processes used to perform tasks efficiently. Educational technology refers to selecting, developing, managing and using appropriate technological processes and resources for teaching and learning. The document outlines five domains of technology: design, development, utilization, evaluation, and management. It then discusses the history of technology from the Stone Age through modern periods, and five stages of educational technology development. Finally, it addresses the history of ICT in education through five phases of computer use from the 1970s to present.
The reporting method aims to provide students information directly from student-reporters acting as authorities on assigned topics. It involves one or more students reporting successively on topics they have researched. The reporting is a one-time activity intended to deliver factual information cognitively. It is student-centered as reporters must collect, organize and share information, with success depending on effective student study habits. The method involves an introduction by the teacher, the student report, and a clincher to verify the reported information.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins' view that curriculum should emphasize basic skills like reading, writing and arithmetic. It also discusses Joseph Schwab's view that curriculum should consist solely of knowledge from academic disciplines. The document then contrasts Tyler's model of curriculum development based on objectives with Hilda Taba's linear model incorporating teacher input. It also distinguishes between different types of curricula like recommended, written, taught and learned curricula. Finally, it examines the philosophical, psychological and social foundations of curriculum and how they influence curriculum design.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
This document outlines the learning objectives, content, and activities for a unit on the philosophy of education. The unit objectives are to explain the importance of philosophy in education, define and explain the importance of education, and enumerate and define the philosophical perspectives of education. The learning content defines philosophy as a discipline, explains the importance of education, and describes the teacher-centered, student-centered, and society-centered philosophies of education. It also defines the essentialism, perennialism, progressivism, existentialism, and reconstructionism philosophical perspectives of education. The document concludes with evaluation questions.
Group 3.2 non_technical_non_scientific_approachJohn Ervin
This document discusses the non-technical/non-scientific curriculum approach. This approach is student-centered, sees students as always evolving, and asserts that much of what a curriculum accomplishes is immeasurable. It views learning as holistic and student-centered. The underlying principle is that a complex organism functions most effectively when all its component parts are functioning cooperatively. This approach is contrasted with the scientific/technical approach which is subject-centered and stresses outputs over the learner.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
This document outlines an ICTPD project that links information and communication technology (ICT) professional development with an assessment for learning (AFL) program. The project aims to promote effective teaching and learning through the use of ICT as a tool to enhance student learning. Teachers participate in ICT training over two terms and work with facilitators to integrate ICT into their AFL methodology. The goal is for teachers to use ICT to support constructivist learning principles and formative assessment strategies to improve practice and student outcomes.
This document provides information about Course 4 of the Teacher Induction Program, which focuses on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the school's context, and comply with policies to foster relationships. It contains the intended learning outcomes, module outlines, and session details about contextualizing teaching strategies to respond to learners' needs based on their community contexts. The first module discusses building relationships with the community and teaching with context in mind, grounded in legal bases and theories of contextual teaching and learning.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
Linkages and networking with organizations (edcon)Jervis Panis
The document discusses the importance of linkages and networking between schools and other organizations to create mutual benefits and assistance. It provides examples of international, national, and local organizations that schools can form partnerships with, including honor societies, professional associations, subject specialist groups, foundations, government offices, and media organizations. Forming these connections allows schools to prepare joint projects, conduct research collaborations, share best practices, provide professional development for teachers, and gain support through donations and educational opportunities.
Modern communication technology has allowed for instantaneous global communication through television and other means. This increased exposure to messages from around the world through media can inform, educate, and entertain people, but media communicators and educators must ensure programming contains educational, social, and cultural values. Effective communication requires understanding concepts and honing skills so these tools can be used to improve quality of life both locally and globally in our increasingly interconnected world.
EDUCATIONAL TECHNOLOGY And EDUCATIONAL MEDIACarla Gomez
This document defines and distinguishes between educational technology and educational media. It states that educational technology is the study and practice of facilitating learning through appropriate technological processes and resources, while educational media refers to channels of communication used for educational purposes other than the teacher. The document also provides additional details on how educational technology is the application of knowledge about learning to improve teaching effectiveness and efficiency, and how it is a systematic approach to designing, implementing and evaluating learning based on research. Educational media are described as the means for delivering messages in education. The document concludes by discussing related concepts like instructional technology and audio-visual aids, media and technology.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
Instruction refers to various teaching methods and requires teachers to use a variety of techniques to deliver the curriculum. How well instruction is done depends on factors like the learner, teacher, learning environment, subject matter, and teaching methods. Assessment provides value by measuring instructional quality and student learning. For maximum student progress, instruction and assessment should be intertwined so teaching is focused on what students are assessed on.
EdTech1 C1: My Learning Journey in Educational Technology 1herli ann virador
1. The document discusses different definitions and perspectives on technology, including technology as tools to solve problems efficiently, reliable devices for presentations, and gadgets for tasks like cooking and entertainment.
2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for students to build interpretations of the world.
3. The last part describes educational technology as the selection, development, use and management of technologies and resources for learning, with five domains: design, development, utilization, management, and evaluation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
Teaching learning techniques for effective outcome based educationReshma Fathima .K
This document discusses traditional education versus outcome-based education (OBE). It outlines some key differences, such as traditional education being content-oriented while OBE focuses on what students learn and the outcomes of completing a program. It explains that OBE determines desired outcomes first before designing the curriculum, teaching methods, and facilities to support those outcomes. The document provides guidelines for establishing OBE, including defining program educational objectives, program outcomes, curriculum, evaluation processes, and continual improvement based on feedback. It also discusses challenges of implementing OBE and strategies for improving student performance through effective teaching and assessment activities.
Teaching Science in the Elementary Course Syllabus.docxMichaelTSebullen
The document provides information about an institution's vision, mission, learning objectives, and a science course for teaching elementary grades. It includes:
- The institution's vision is to provide education for all with liberty, justice, truth and equity. Its mission is to promote excellence in human development.
- The science course, Teaching Science in Elementary Grades, covers topics like the properties of matter, changes in materials, parts and functions of living things, heredity and ecosystems.
- The course aims to help students understand science concepts, utilize teaching strategies, develop instructional materials and assessments, and implement science teaching in elementary grades. It provides various learning activities to achieve these objectives.
This document discusses the history and concepts of educational technology and information and communication technology (ICT). It defines technology as tools, equipment, and processes used to perform tasks efficiently. Educational technology refers to selecting, developing, managing and using appropriate technological processes and resources for teaching and learning. The document outlines five domains of technology: design, development, utilization, evaluation, and management. It then discusses the history of technology from the Stone Age through modern periods, and five stages of educational technology development. Finally, it addresses the history of ICT in education through five phases of computer use from the 1970s to present.
The reporting method aims to provide students information directly from student-reporters acting as authorities on assigned topics. It involves one or more students reporting successively on topics they have researched. The reporting is a one-time activity intended to deliver factual information cognitively. It is student-centered as reporters must collect, organize and share information, with success depending on effective student study habits. The method involves an introduction by the teacher, the student report, and a clincher to verify the reported information.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins' view that curriculum should emphasize basic skills like reading, writing and arithmetic. It also discusses Joseph Schwab's view that curriculum should consist solely of knowledge from academic disciplines. The document then contrasts Tyler's model of curriculum development based on objectives with Hilda Taba's linear model incorporating teacher input. It also distinguishes between different types of curricula like recommended, written, taught and learned curricula. Finally, it examines the philosophical, psychological and social foundations of curriculum and how they influence curriculum design.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
This document outlines the learning objectives, content, and activities for a unit on the philosophy of education. The unit objectives are to explain the importance of philosophy in education, define and explain the importance of education, and enumerate and define the philosophical perspectives of education. The learning content defines philosophy as a discipline, explains the importance of education, and describes the teacher-centered, student-centered, and society-centered philosophies of education. It also defines the essentialism, perennialism, progressivism, existentialism, and reconstructionism philosophical perspectives of education. The document concludes with evaluation questions.
Group 3.2 non_technical_non_scientific_approachJohn Ervin
This document discusses the non-technical/non-scientific curriculum approach. This approach is student-centered, sees students as always evolving, and asserts that much of what a curriculum accomplishes is immeasurable. It views learning as holistic and student-centered. The underlying principle is that a complex organism functions most effectively when all its component parts are functioning cooperatively. This approach is contrasted with the scientific/technical approach which is subject-centered and stresses outputs over the learner.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
This document outlines an ICTPD project that links information and communication technology (ICT) professional development with an assessment for learning (AFL) program. The project aims to promote effective teaching and learning through the use of ICT as a tool to enhance student learning. Teachers participate in ICT training over two terms and work with facilitators to integrate ICT into their AFL methodology. The goal is for teachers to use ICT to support constructivist learning principles and formative assessment strategies to improve practice and student outcomes.
This document provides information about Course 4 of the Teacher Induction Program, which focuses on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the school's context, and comply with policies to foster relationships. It contains the intended learning outcomes, module outlines, and session details about contextualizing teaching strategies to respond to learners' needs based on their community contexts. The first module discusses building relationships with the community and teaching with context in mind, grounded in legal bases and theories of contextual teaching and learning.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
Linkages and networking with organizations (edcon)Jervis Panis
The document discusses the importance of linkages and networking between schools and other organizations to create mutual benefits and assistance. It provides examples of international, national, and local organizations that schools can form partnerships with, including honor societies, professional associations, subject specialist groups, foundations, government offices, and media organizations. Forming these connections allows schools to prepare joint projects, conduct research collaborations, share best practices, provide professional development for teachers, and gain support through donations and educational opportunities.
Modern communication technology has allowed for instantaneous global communication through television and other means. This increased exposure to messages from around the world through media can inform, educate, and entertain people, but media communicators and educators must ensure programming contains educational, social, and cultural values. Effective communication requires understanding concepts and honing skills so these tools can be used to improve quality of life both locally and globally in our increasingly interconnected world.
EDUCATIONAL TECHNOLOGY And EDUCATIONAL MEDIACarla Gomez
This document defines and distinguishes between educational technology and educational media. It states that educational technology is the study and practice of facilitating learning through appropriate technological processes and resources, while educational media refers to channels of communication used for educational purposes other than the teacher. The document also provides additional details on how educational technology is the application of knowledge about learning to improve teaching effectiveness and efficiency, and how it is a systematic approach to designing, implementing and evaluating learning based on research. Educational media are described as the means for delivering messages in education. The document concludes by discussing related concepts like instructional technology and audio-visual aids, media and technology.
The document discusses key aspects of educational technology and educational media. It defines instructional technology as focusing on instruction and the learning process. Educational media consists of instructional machines and materials used to promote learning, and is part of instructional technology. Audio-visual media, technology, and aids emphasize using senses like hearing and seeing to deliver educational content and tools to assist instruction.
This document discusses media and technology in education. It defines media and technology and provides examples used in classrooms. These include print, graphics, sound, and multimedia. Advantages of different technologies are outlined, such as ease of use and portability. Learning theories that technologies can support are described, including behaviorist, cognitive, and constructivist foundations. The roles of teachers and students may change with technology use, moving from instruction to more student-led construction. Multimedia and other technologies can help students discover and construct their own understandings.
Planning premises provide assumptions that form the background for estimating future factors that will affect planning. They guide planning and ensure coordination between managers. Planning premises can be internal or external, controllable or uncontrollable, quantitative or qualitative. Internal premises include assumptions about policies, capital investment, personnel, organization, expenses, and development. External premises involve assumptions about general business environment, production resources, and product demand. Clear planning premises allow for well-organized planning, reduce uncertainty and risk, improve coordination, and increase profitability.
This document discusses professional learning networks (PLNs) and personal learning environments (PLEs). It defines a PLN as a network of people with similar interests that can be used to share ideas, ask questions, collaborate, and stay connected. PLEs are described as tools that allow learners to engage in a distributed learning environment using various people, services, and resources. The document emphasizes that PLEs provide a portal for learners to explore and create according to their own interests and directions while interacting with friends and community. It also discusses policies needed to support the development and adoption of PLEs, including recognizing different contexts of learning and co-shaping technologies.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
Characteristics of Successful Employee Lesson PlanVirginia Tech
The document outlines 11 key characteristics of a successful employee: communication skills, analytical/research skills, computer/technical skills, interpersonal skills, leadership skills, multicultural/harassment awareness, appearance, honesty/integrity, adaptability/flexibility, dedication/hard work, and attendance. It provides examples and activities to illustrate each characteristic and emphasizes that developing these traits can help employees succeed in various positions.
Teachers and 21st Century knowledge societyPeter Kgashu
The document discusses key aspects of education in the 21st century including the prominence of technology, goals of developing a knowledge society and achieving education for all, and the importance of continuous professional development for teachers in areas like ICT. It also addresses the role of communities, societies, and networking in driving innovation and change. The use of technology is seen as central to enhancing learning, with teachers taking on the role of designing engaging learning environments and adapting to new systems. Goals for 21st century education involve reducing inequality, providing lifelong learning opportunities, and achieving quality education through motivated teachers and easier access to information.
The document discusses three levels of data abstraction defined by ANSI SPARC: external, conceptual, and internal. The external level represents the end user's view. The conceptual level integrates all external views into a global view of the entire database. The internal level maps the conceptual model to a specific DBMS and depends on the database software used.
The document discusses three key domains of human learning: cognitive, affective, and motor skills. It then provides classifications and examples for each domain. Specifically, it outlines three levels for the cognitive domain (knowledge, comprehension, application), four levels for the affective domain (receiving, responding, valuing, characterizing), and one level for the motor skills domain (imitation). The document also discusses classifications and appropriate uses of educational technology to support teaching and learning objectives across different domains.
The document provides an overview of the history of educational technology from ancient times to the present. It discusses how educational tools and methods have evolved over different eras, from early forms of writing using sticks and knives, to modern computers and internet-based learning. Key developments mentioned include the emergence of universities in medieval times, innovations during the Renaissance like textbooks and teaching aids, and 20th century technologies like film, radio, and television being adopted for educational purposes. The role of educational technology is defined as using research-backed tools and systems to improve the learning process.
Still pictures, recordings, and radio can be used as visual and auditory learning tools. They help students who have difficulties reading or dealing with the pace of real events or television. Still pictures can transform abstract ideas, bring students closer to reality, change sizes, save teacher time and energy, assist in preventing misconceptions, and help students retell experiences. Recordings can enhance text resources by providing comments or context. Radio broadcasts of events are like televised broadcasts without visuals, and radio was used for educational purposes as early as 1924 due to its accessibility.
Group 2 educational technology and educational mediaMaria Theresa
Educational technology refers to the systematic application of organized knowledge and skills to instruction, as opposed to educational media or audiovisual aids. It involves designing, implementing, and evaluating the teaching and learning process based on research in human learning and communication. Educational media are communication tools used for educational purposes besides the teacher, such as instructional machines and materials that promote learning. Audiovisual media, technology, and aids emphasize the senses of hearing and seeing but have subtle differences in emphasis on the use of tools, design, and instruction.
The document discusses communication skills for managers. It describes the basic communication process of encoding an idea into a message, transmitting the message through a channel, and decoding the message. It explains common barriers to communication like lack of shared experiences and provides suggestions for overcoming barriers through improved language, listening skills, and questioning assumptions. The classic case of Walter Cronkite misunderstanding shouts of "low water" illustrates how barriers like different frames of reference and listening skills can lead to miscommunication.
This document discusses various barriers to communication and ways to overcome them. Some of the key barriers mentioned include distractions, language difficulties, lack of concentration, psychological noise, poor timing, lack of interest, information overload, and religious/cultural differences. Suggested solutions to address these barriers involve using noise-cancelling headphones, language learning software, engagement tools, relaxation techniques, time management, keeping audiences interested, organizing information on PDAs, and cultural education resources.
Evaluation of educational technology and its current applicationRhoda malazarte
This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
The document discusses different approaches to planning early childhood education programs. It describes the developmental approach, which focuses on developing the whole child across social, physical, language, intellectual, creative, and emotional domains. It also outlines the curriculum area approach, which is organized by subject areas, and the thematic approach, also called an integrated curriculum, which allows children to explore topics in depth through related activities across subjects. Finally, it discusses the project approach or emergent curriculum, where children explore real topics of immediate interest through applying their skills creatively.
The document discusses the differences between old and new media. It notes that new media focuses on real-time content creation and sharing through social networks and user participation rather than one-way distribution. The document argues that for media companies to be successful, they need to embrace new forms of interactive and visual information like infographics, think about websites as applications rather than articles, and focus on niche communities and curating relevant news and content for those groups.
The student initially found technology like the Nicenet website to be difficult and frustrating to use, but realized the activities were not difficult at all and she liked the subject. Through the class, she learned to use various programs and websites like Nicenet, Audacity and podcasts on blogs. Most importantly, she learned to use technology in an effective way for both entertainment and education purposes. She believes technology can facilitate teaching and the teaching of English can have good results when using technology as a tool to support the class.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society.
3) It outlines three approaches for developing teacher competency with technology - technology literacy, knowledge deepening, and knowledge creation. The document concludes that international and national initiatives aim to incorporate educational technologies into teacher training and development.
The document discusses teacher training and professional development with regards to information and communication technology (ICT). It covers several topics including the importance of ICT in education, challenges for teacher development in integrating ICT, and learning through ICT. It also discusses the requirements outlined in South Africa's white paper on e-Education. The document notes the various stages of ICT teacher development, from emerging to transforming stages. It emphasizes the need for effective teachers to facilitate student learning and creativity through digital technologies. Overall, the document focuses on how ICT can be used to enhance education and the importance of teacher training to integrate technology successfully in the classroom.
International and national strategic imperativesNeo Mokoena
This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
Emerging Trends in Teacher Education Under NEP2020ijtsrd
Through the goal of brining about a paradigm shift in how teacher education is delivered, the National Education Policy NEP 2020 constitutes a key milestone in Indias educational system. It highlights the value of transdisciplinary instruction, technological integration and education and care for young kids. One kind of program that is very transformative, inquisitive, and universal is teacher education. Modify Programs for teacher education should be created with needs and desires in consideration. A world and civilization in transition Thus, every step of the recruiting, onboarding, training, reward, retention, and feedback processes for teachers needs to be carefully planned properly. Additionally, insuring that the greatest education occurs in the classroom ought to be the ultimate objective of in service teacher development. For it to provide the next generation of teachers with the necessary skills to effectively integrate technology into their teaching practices, teacher education programs ought to incorporate experiential learning opportunities and hands on training. It is recommended that teacher education courses be revised to incorporate thorough instruction on technological and digital tool integrating practices. Examine suggested changes to professional development and teacher preparation programs in order to guarantee that educators have the abilities and know how to successfully execute new educational campaigns. mentoring, on site academic support for teachers, training courses, Peer learning, distance education, and practicing instruction in a classroom under an outstanding instructor are a few possible avenues for teachers to develop their ability to greet plurality.The instructor Development tends to be an ongoing endeavor rather than something that occurs once and for all. Be flexible and involved. Just as effective as career long teacher development. A instructor ought to With his knowledge, he can help learners grow. There ought to be educators who have the ability to make learning fun. Both in service and pre service training are required. The primary aim of the dialogue will be to examine particular reforms that have been proposed suggested for the education of teachers, like the enactment of multidisciplinary training programs and chances for ongoing professional development. The significance of incorporating technology into teacher preparation programs and the importance of mentoring to improve teaching methods will also be addressed in this essay. Learners’ ought to be prepared for complete growth and continuing education throughout their lives. Shibsankar Jana "Emerging Trends in Teacher Education Under NEP2020" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61305.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61305/emerging-trends-in-teacher-education-unde
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
The education system is the main enabler providing knowledgeable human capital for all the sectors. A modern, effective and efficient educational system is vital to the society which fosters economic competitiveness, social development, and citizens’ well-being while also enhancing the country’s growth and employment prospects.
Therefore, the development of the human capital, skills and qualified labor force – through education and long life training – are the foundation of well positioned knowledge-based economy.
The workforce has to be highly skilled to fit the labor market requirements and be efficient and innovative in work. Graduates should be able to successfully compete in a globalized knowledge economy.
The document discusses the importance of developing a knowledge society through education. It emphasizes integrating information and communication technologies (ICT) to improve learning, build new skills, foster communication, and support personal development. It also stresses the need for qualified teachers who are competent in using ICT for teaching. Seven complex lessons in education are outlined, including teaching human fallibility and complexity, as well as ethics for humanity. The document argues that a knowledge society requires digital solidarity, lifelong learning, evidence-based decision making, networking, research, and teachers equipped for 21st century skills. Overall, it promotes ICT and knowledge as forces for positive social change through education.
The document discusses the latest initiatives in education development in Malaysia and their connection to the philosophy of education. It covers international performance standards (IPS), their implications for the Malaysian curriculum including the introduction of higher-order thinking skills (HOTS) and new teaching methods. It also discusses the impacts of globalization on education and the development of industrial revolutions in Malaysia, focusing on preparing students and institutions for Industry 4.0.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
The document discusses the concepts of the knowledge society, information society, collective intelligence, and the role of teachers. It outlines six broad aims for teachers related to instructional design, facilitating learning, managing environments, assessment, professional development, and subject matter knowledge. The document also discusses competencies for teachers, the six aspects of a teacher's work, and provides references.
Lec 3--30-06-2020 ICT in Natioanl Education Policy.pptxiqbalbaltee
The three policy documents discussed are:
1) The 2009 National Education Policy which aims to improve educational access, quality, and equity in response to challenges like EFA goals and globalization.
2) The National Professional Teaching Standards which establish 10 standards for teaching in areas like subject knowledge, instructional planning, assessment, and use of ICT.
3) The National ICT Strategy which outlines six elements to extend educational reach through ICT, strengthen teaching quality and management with ICT, and enhance student learning with technology-oriented reforms.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
Educational technologies into teacher training and professional developmentNthabiseng Mofokeng
The document discusses incorporating educational technologies into teacher training and professional development. It outlines many benefits of technology in education such as distance learning and easier communication. It emphasizes the increasing pervasiveness of technology in societies and the importance of training teachers to integrate technology into classrooms. Personal learning environments are described as individualized approaches that allow learners to control their work and learning. Barriers to implementing information and communication technologies in South Africa are also discussed. The document outlines goals for developing a knowledge society and teacher competencies for teaching in digital environments. [/SUMMARY]
This document discusses improving educational standards through teacher training and professional development. It covers several topics: the knowledge society agenda; pervasiveness of technology; education for all goals; national strategic objectives; and teacher competency standards regarding ICTs and professional aptitude. The knowledge society relies on information and communication technologies to share knowledge. Technology is increasingly prevalent in education. Education for all goals aim to provide early childhood education, primary education, adult literacy, gender equality, and quality education. National objectives seek to integrate ICTs into teaching and develop educator competencies. Teacher competency standards relate to ethical, collective, and evolutive competencies as well as using ICTs to develop skills like problem solving.
The document outlines the objectives of UNESCO's Teaching and Learning for a Sustainable Future program which are to: develop an appreciation for educating towards sustainability; clarify concepts and themes of sustainable development to integrate across school subjects; and enhance skills for teaching sustainability issues and using interactive teaching strategies. It also discusses developing certification frameworks to improve technical and vocational education training programs and recognition of diplomas between countries. Search tips are provided to use Boolean operators and search bars for finding information on the UNESCO website.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Digital Banking in the Cloud: How Citizens Bank Unlocked Their MainframePrecisely
Inconsistent user experience and siloed data, high costs, and changing customer expectations – Citizens Bank was experiencing these challenges while it was attempting to deliver a superior digital banking experience for its clients. Its core banking applications run on the mainframe and Citizens was using legacy utilities to get the critical mainframe data to feed customer-facing channels, like call centers, web, and mobile. Ultimately, this led to higher operating costs (MIPS), delayed response times, and longer time to market.
Ever-changing customer expectations demand more modern digital experiences, and the bank needed to find a solution that could provide real-time data to its customer channels with low latency and operating costs. Join this session to learn how Citizens is leveraging Precisely to replicate mainframe data to its customer channels and deliver on their “modern digital bank” experiences.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
3. CONT…
THERE IS AN INTERNATIONAL AND
NATIONAL IMPERATIVE TO INCLUDE
EDUCATIONAL TECHNOLOGIES INTO
TEACHER TRAINING AND
PROFESSIONAL DEVELOPMENT.
4. TO BE COVERED:
KNOWLEDGE SOCIETY AGENDA
PERVASIVENESS OF TECHNOLOGY
“EDUCATION FOR ALL” GOALS
PRESENT FUTURE NATIONAL STARTEGIC OBJECTIVS
BROAD AIMS OF THE VARIOUS NATIONAL AND
INTERNATIONAL INITIATIVES REGARDING CONTINUOUS
PROFESSIONAL DEVELOPMENT OF TEACHERS WITH
REGARD TO TEACHER COMPETENCY STANDARDS
RELATING TO ICTs AND PROFESSIONAL APTITUDE
8. A KNOWLEDGE SOCIETY REQUIRES
TEACHERS WHO ARE ABLE TO:
WORK WITH OTHERS
WORK WITH KNOWLEDGE,
INFORMATION AND TECHNOLOGY
WORK WITH NEW KNOWLEDGE
AND NEW WAYS OF ACCESSING
KNOWLEDGE
15. TECHNOLOGY AND EDUCATION:
ENABLES DIFFERENT TYPES OF LEARNERS TO FIND AND
USE THE NECESSARY INFORMATION
OFFERS A WEALTH OF KNOWLEDGE TO STUDENTS
OFFERS GREAT POTENTIAL FOR THE SPEED AND THE
DIFFERENT STYLES OF LEARNING
16.
17. EDUCATION IS THE MOST
POWERFUL WEAPON WHICH
YOU CAN USE TO CHANGE
THE WORLD – NELSON
MANDELA
18. AIMS TO:
ENROL MILLIONS OF CHILDREN LEFT OUT OF SCHOOL
ELIMINATE ILLITERACY
PROMOTE ECONOMIC GROWTH THROUGH EDUCATION
EMPOWER WOMEN
STRENGTHEN DEMOCRACY
FIGHT HIV/AIDS
ALLEVIATE POVERTY
19. GOALS:
EXPAND EARLY CHILDHOOD CARE AND EDUCATION
PROVIDE FREE AND COMPULSORY PRIMARY EDUCATION TO ALL
PROMOTE LEARNING AND LIFE-SKILLS FOR YOUNG PEOPLE
INCREASE ADULT LITERACY BY 50%
ACHIEVE GENDER PARITY BY 2015
GENDER EQUALITY BY 2015
IMPROVE THE QUALITY OF EDUCATION
20. ISSUES TO BE ADDRESSED:
LEARNING OUTCOMES TO BE MONITORED
THE LEARNING ENVIRONMENTS MUST BE IMPROVED
ATTRACTING MORE AND BETTER TEACHERS
21. TEACHER NUMBERS ARE
GROWING SLIGHTLY LESS
RAPIDLY COMPARED TO
ENROLMENTS; THERE IS A
NEED FOR THE TRAINING AND
RECRUITMENT OF MORE
QUALIFIED TEACHERS –
GLOBAL MONITORING REPORT,
2008
23. TRIPLE T – IMPROVING THE QUALITY OF EDUCATION
TEACHER
TEXT
TIME
24. PROGRAMMES TO MEASURE AND EVALUATE THE
NATIONAL STRATEGIC PLAN:
PROGRAMME 1: ADMINISTRATION
PROGRAMME 2: CURRICULUM POLICY, SUPPORT AND
MONITORING
PROGRAMME 3: TEACHERS, EDUCATION HUMAN
RESOURCES AND INSTITUTIONAL DEVELOPMENT
PROGRAMME 4: PLANNING, INFORMATION AND
ASSESSMENT
PROGRAMME 5: EDUCATIONAL ENRICHMENT SERVICES
25. THE FOCUS OF OUR STRATEGIES IS
GEARED TOWARDS THE LEARNERS,
THE TEACHERS AND THE SCHOOLS
AND, BY EXTENSION, PROVINCIAL
ADMINISTRATION OF EDUCATION,
INCLUDING DISTRICT MANAGEMENT
– MINISTER OF EDUCATION
27. UNESCO-IICBA AIMS:
INTRODUCING INFORMATION AND COMMUNICATION
TECHNOLOGY FOR EDUCATION
ESTABLISHING NETWORKS OF PARTNER TO FOSTER THE
SHARING OF EXPERIENCES
UNDERTAKE RESEARCH AND DEVELOPMENT OF
TEACHER EDUCATION INSTITUTIONS IN AFRICA
UTILIZE DISTANCE EDUCATION FOR IMPROVING THE
CAPACITIES OF TEACHER EDUCATION INSTITUITONS
LINKING EDUCATIONAL DEVELOPMENT TO ECONOMIC
GROWTH THROUGH COLLABORATION WITH THE AFRICAN
UNION
PROMOTING INTERNATIONAL COOPERATION FOR THE
DEVELOPMENT OF EDUCATION THROUGH THE NEW
PARTNERSHIP FOR AFRICA’S DEVELOPMENT
28. “the urgency to introduce educational technologies to training and
development of professional teachers shows that teachers are
required to be competent in using new hardware and software. This
report is supported by a variety of documents proving how teacher
development will be planned and how the development of
professional teachers is appropriate to a teacher’s understanding and
skills in the 21st century. As promised at the beginning of the report,
the following topics were covered in the report: knowledge society
agenda; pervasiveness of technology; “education for all” goals;
present future national strategic goals; and the broad aims of the
various national and international initiatives regarding continuous
professional development of teachers with regard to teacher
competency standards relating to ICTs and professional aptitude were
highlighted.”
CONCLUSSION:
29. ICT – Information and Communication Technology
ICT- enhanced Teacher Standards for Africa:
Initiated by UNESCO-IICBA as one of the strategies of building the
capabilities for strengthening teacher development in Africa
30. AIMS:
Engage in
Instructional
Design
Processes
Facilitate and Inspire Student
Learning, Innovation and
Creativity
Create and
Manage
Effective
Learning
Environments
Engage in
Assessment and
Communication
of Student
Learning
Engage in
Professional
Development and
Model Ethical
Responsibilities
Understand
Subject Matter
for Use in
Teaching
There is an international and national imperative to include educational technologies into teacher training and professional development. Various initiatives are aiming at developing a skill-set in pre-service teacher training; the current in-service teachers are required by law to upgrade their qualifications. Teachers should be able to design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues and the community (ISTE,2008).This report is about the variety of initiatives and strategies that support the view of including educational technologies into teacher training and professional development.
This report is about the variety of initiatives and strategies that support the view of including educational technologies into teacher training and professional development. In this report a knowledge society agenda; pervasiveness of technology, ‘education for all’ goals will be addressed; future national strategic objectives will be presented and the broad aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude will be highlighted.
A knowledge society is “a human society, in which knowledge should bring justice, solidarity, democracy, peace…A society in which knowledge could be a force for changing society”. A society which provides universal and equitable access to information. Information is a very important source of knowledge in this society
A knowledge society survives by continuously accessing information – by using technological tools. Social networks such as Facebook and Tweeter enable the society to easily access information.
The existence of professionally trained and developed teachers who are able to use educational technologies is vital for the knowledge society.
Being a teacher in this society requires someone who will be able to work with others; work with knowledge, information and technology; work with and in society; work with new knowledge and new ways for accessing knowledge.
“The teachers in the knowledge society must understand that face to face interactions are still important; the role of technology is to support and enhance the human dimension of teaching”.
“Training and professional development of teachers is important as it enables the teachers to enrich the learning experiences of learners and also enrich their professional practice as teachers. “A competent teacher must be able to work in a knowledge society in order to close the gap between technology and pedagogy.”
The importance to include educational technologies into teacher training and development must look at the existence of technology as an advantage to make this goal a reality. Technology refers to “the application of scientific knowledge for practical purposes.” Technology has increasingly become part of our lives because much of what we do involves the use of technology, for example cellphones, cars, computers for accessing internet etc. An increase in the use of social networks such as Facebook and Tweeter is evident of the existence and the dominance of technology.
The existence of technology enables people to save time, commit fewer mistakes, enhance quality and become more efficient. It is evident that the use of technology has changed people’s way of life “Technology increases our exposure to messages that can inform, educate, entertain, reform or create monetary and other benefits to man” .
Technology can play a vital role in the process of training and developing professional teachers and the teachers need to understand that “technology can vastly increase their ability to transmit educative messages within the educational setting.”
Educational technology refers to “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.”
Teachers and technology are a good combination to improve students learning experiences; enrich the teacher’s professional practice and provide positive models for students, colleagues and the community (ISTE, 2008). The educators that will be trained to be able to use technology will enable different types of learners to find and use the necessary information, technology offers a wealth of knowledge to students and it also offers great potential for the speed and the different styles of learning “The quality of the class will depend solely on the quality of the teacher and not the presence of technology."
”There is a global movement led by UNESCO called ‘Education for all’ which “aims to meet the learning needs of all children, youth and adults in 2015.”
Education is the most powerful weapon which you can use to change the world – Nelson Mandela. “Education is the worth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something.”
Education for all as a global movement aims at enrolling millions of children that are left out of school, eliminate illiteracy and through education promote economic growth, empower women, strengthen democracy, fight HIV and AIDS, end poverty etc. The main goals of ‘Educational for all’ movement is to expand early childhood care and education; provide free and compulsory primary education to all; promote learning and life skills for young people and ; increase adult literacy by 50%; achieve gender parity by 2015 and gender equality by 2015 and improve the quality of education.
The main goals of ‘Educational for all’ movement is to expand early childhood care and education; provide free and compulsory primary education to all; promote learning and life skills for young people and ; increase adult literacy by 50%; achieve gender parity by 2015 and gender equality by 2015 and improve the quality of education.
The goals of the ‘Education for all’ movement are a key in improving the quality of education for children, youth and adults. This movement which is being led by UNESCO is in line with the plan of introducing educational technology into teacher training and professional development as they aim at improving the quality of education. According to (Joseph Weizenbaum “width=” 100) in an attempt to improve the quality of education using technology there are three challenges that are expected or should be addressed: Firstly, the learning outcomes should be monitored – effective strategies to access knowledge and skills and demonstrate measurable learning outcome are needed; the learning environments must be improved – access to learning resources, textbooks; and it is of great importance to attract more and better teachers.
Teacher numbers are growing slightly less rapidly compared to enrolments; there is a need for the training and recruitment of more qualified teachers (Global Monitoring Report: 2008).
The government has placed education and skills development at the center of its administration’s priorities. The government together with the department of basic education visualizes a South Africa in which all our people will have access to lifelong learning, education and training opportunities which will, in turn contribute towards improving the quality of life and the building of a peaceful, prosperous and democratic South Africa. The Department of Basic Education is prepared to work together with provinces in order to provide relevant and cutting edge quality education for the 21th century – Minister of Education, Angie Motshega
Future national strategic plan: it was developed by the Department of Basic Education under the guidance of the Minister of Basic Education, it takes into account all the relevant policies, legislation and other mandates for which the Department of Basic Education is responsible and accurately reflects the strategic outcome-orientated goals and objectives which the Department of Basic Education will endeavor to achieve over the period 2011/12 to 2013/2014. The plan elaborates on how the Department seeks to improve the quality of education by focusing on triple T: Teacher, Text and Time as expressed by the President in his February 2011 state of the Nation Address.
The training and development of professional teachers who are able to use educational technologies is important because the teachers are the key agents in transforming the education system and accelerating the strategic plan by the Department of Basic Education to improve the quality of education. The Department has set programs that will help measure and evaluate the national strategic plan: Programme 1: Administration the purpose is to manage the Department and provide strategic and administrative support services and to improve the capacity of the Department of Education. Programme 2: Curriculum Policy, Support and Monitoring the purpose is to develop curriculum and assessment policies and monitor and support their implementation. This programme is key in improving teacher capacity and practices, increasing access to high quality learning materials, and improving the quality of early childhood development. Programme 3: Teachers, Education Human Resources and Institutional Development to promote quality teaching and institutional performance through the effective supply, development and utilization of human resources. A key programme for improving teacher capacity and practices, and strengthening school management and promote functional schools. Programme 4: Planning, Information and Assessment the purpose is to promote quality and effective service delivery in the basic education system through monitoring and evaluation, planning and assessment. This programme is key in establishing a quality system of standardized and benchmarked learner assessments. Programme 5: Educational Enrichment Services the purpose for this programme is to develop policies and programmes to improve the quality of learning in schools. This is crucial in strengthening school management and promoting functional schools and also strengthening partnerships with all stakeholders, resulting in education becoming a societal priority.
”the focus of our strategies is geared towards the learners, the teachers and the schools and, by extension, provincial administration of education, including district management”
There is a variety of international and national initiatives that are focusing at the continuous development of professional teachers with regard to teacher competency standards relating to ICTs and professional aptitude. UNESCO-IICBA United Nations Education, Scientific and Cultural Organization – International Institute for Capacity Building in Africa, was authorized to strengthen the capabilities of teacher education institutions of its 54 Member States.
UNESCO-IICBA through its range of initiatives aims at introducing information and communication technology for education; establishing networks of partner to foster the sharing of experiences; undertake research and development of teacher education institutions in Africa; utilize distance education for improving the capacities of teacher education institutions, linking educational development to economic growth through collaboration with the African Union and promoting international cooperation for the development of education through the New Partnership for Africa’s Development (NEPAD).TT
In conclusion, the urgency to introduce educational technologies to training and development of professional teachers shows that teachers are required to be competent in using new hardware and software. This report is supported by a variety of documents proving how teacher development will be planned and how the development of professional teachers is appropriate to a teacher’s understanding and skills in the 21st century. As promised at the beginning of the report, the following topics were covered in the report: knowledge society agenda; pervasiveness of technology; “education for all” goals; present future national strategic goals; and the broad aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude were highlighted.
ICT stands for Information and Communication Technology. The development of ICT – enhanced Teacher Standards for Africa was “initiated by UNESCO-IICBA as one of the strategies of building the capabilities for strengthening teacher development in Africa”
ICTeTSA is organized around six interrelated domains and broad standards of teachers. To achieve the goal of training and developing teachers who are able to use educational technologies, there must be a set of teacher standards and each standard must have its own competences or performance indicators that deal with the minimum knowledge, skills and attitudes expected of 21st century teachers in Africa. To evaluate or determine whether the teachers have mastered the ICT- enhanced teacher standards in Africa, they must meet the minimum of these separate but interrelated standards: ICTeTSA, the teacher needs to; Engage in Instructional Design Processes – it is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. This standard of teaching involves teacher’s content knowledge(CK), pedagogical knowledge (PK), technological Knowledge (TK) and their amalgam knowledge areas; Facilitate and Inspire Student Learning, Innovation and Creativity- this standard attempts to improve the impact of ICT on students, it recognizes that it is highly dependent on the teaching approaches and better skills result when student-centered guidance, group work and inquiry projects are used ; Create and Manage Effective Learning Environments – the teachers are expected to create learning environments that are optimal and manage them throughout the teaching-learning process.; Engage in Assessment and Communication of Student Learning – the teachers should establish and clearly communicate learning goals for all students, assessment/evaluation and communication of student achievement and growth are essential parts of the teaching and learning process.; Engage in Professional Development and Model Ethical Responsibilities – “this includes a set of activities that prepare teachers for their job, including initial training, induction courses, in-service training and continuous professional development within school setting” (EU, 2010, p.19) ; and Understand Subject Matter for Use in Teaching – the teacher must understand the relevant content knowledge (CK), but the teachers knowledge must go beyond comprehension of the material to be taught, he must understand the subject matter for teaching purposes.