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This document contains questions about a student's experience with online classes and their preferences for independent versus group work. It asks about the student's access to technology, ability to connect to the internet, interest and engagement in classes, hardest parts of completing schoolwork, and how comfortable they are with electronic communication, written communication, self-discipline, and time management. It also asks about their views on the benefits of looking back on what they've learned and working independently or in groups.
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Portfolio
This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
Interview guide for individual interviews
This interview guide contains questions to gather background information from individual students who took an online course, as well as questions to understand their experience with the online learning materials and format. The background questions ask for the student's name and their reasons for taking the course online. The research questions inquire about any issues navigating the online content, the appropriateness of using PowerPoint, how the materials helped understanding, the impact on learning complex tasks, time to feel comfortable with technologies, visiting relevant websites, the sequence of activities, computer skills, the overall impact on learning, and suggestions for improvement.
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The students divided into 3 teams to investigate how computers influence various aspects of development and learning. Team 1 found that computers can negatively impact handwriting, speech, and logical thinking skills but provide more opportunities to read. Team 2 discovered computers may cause emotional and behavioral issues like depression, anti-social tendencies, and difficulty adapting to reality. Team 3's survey showed most students use computers for homework, finding it faster than books, but not all online information is reliable.
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This document summarizes comments from a discussion on blended learning. Several participants shared their experiences with blended learning approaches. Some were surprised by the broad definition of blended learning. Concerns included not all learners liking this style and it not suiting everyone. Advantages mentioned included fitting students' busy schedules and increasing independent learning. Technical issues were also noted as a potential drawback. Questions were raised about dealing with inequalities from varied access, literacy, and motivation for online content.
Forum title
The forum discussed online learning and its benefits and drawbacks. A student explained that online learning allows flexibility to learn anywhere and improves time management. The counselor noted positives like accessibility of materials 24/7 and skill development. However, a downside is lack of interaction and non-verbal communication. The lecturer encouraged online learning for additional resources but noted self-motivation is needed. In the end, the student shared how online learning expanded their knowledge and was supported by friends, lecturers, and family.
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Nora, a 5th year student in the Faculty of Human and Social Development, shares strategies for successful online learning. She recommends using a color-coded calendar to keep track of due dates for assignments and discussions. Nora connects with classmates by creating shared Google Docs for each course where they can ask questions and share resources, but recommends checking with the professor first. When navigating CourseSpaces, Nora suggests keeping separate tabs open for each course and ensuring assignment files are compatible formats.
Reflection
The document is a reflection from a student on a course about instructional leadership and technology. Some key points:
- The student wanted to learn more about implementing technology in the classroom beyond just research and PowerPoint. They also wanted to learn about data programs to supplement what their district currently uses.
- They felt they achieved most of their goals and learned the importance of using technology in the classroom frequently. They realized they need to model technology use for students rather than just discussing it.
- One area they still wants to learn more is Microsoft Excel, as they believe it will be important for their future as an administrator. They also wanted more information on data programs mentioned by peers.
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This document contains feedback from a student about an online course. The student discusses what they learned, including how technology aids the learning process and allows for creativity. They express how they will apply what they learned about using technology for interaction and community. The student also summarizes how they would explain the course to others, focusing on digital literacy skills. While they like exploring new resources, the student feels the course layout makes it difficult to follow assignments. They provide suggestions for improvements, such as consolidating materials and addressing issues with the online discussion platform. Overall, the student expresses enjoying working with peers but believes some changes could enhance the course structure.
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This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
Interview guide for individual interviews
This interview guide contains questions to gather background information from individual students who took an online course, as well as questions to understand their experience with the online learning materials and format. The background questions ask for the student's name and their reasons for taking the course online. The research questions inquire about any issues navigating the online content, the appropriateness of using PowerPoint, how the materials helped understanding, the impact on learning complex tasks, time to feel comfortable with technologies, visiting relevant websites, the sequence of activities, computer skills, the overall impact on learning, and suggestions for improvement.
Comenius1 tema polonia
The students divided into 3 teams to investigate how computers influence various aspects of development and learning. Team 1 found that computers can negatively impact handwriting, speech, and logical thinking skills but provide more opportunities to read. Team 2 discovered computers may cause emotional and behavioral issues like depression, anti-social tendencies, and difficulty adapting to reality. Team 3's survey showed most students use computers for homework, finding it faster than books, but not all online information is reliable.
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Forum title
The forum discussed online learning and its benefits and drawbacks. A student explained that online learning allows flexibility to learn anywhere and improves time management. The counselor noted positives like accessibility of materials 24/7 and skill development. However, a downside is lack of interaction and non-verbal communication. The lecturer encouraged online learning for additional resources but noted self-motivation is needed. In the end, the student shared how online learning expanded their knowledge and was supported by friends, lecturers, and family.
Online Learning Advice
Nora, a 5th year student in the Faculty of Human and Social Development, shares strategies for successful online learning. She recommends using a color-coded calendar to keep track of due dates for assignments and discussions. Nora connects with classmates by creating shared Google Docs for each course where they can ask questions and share resources, but recommends checking with the professor first. When navigating CourseSpaces, Nora suggests keeping separate tabs open for each course and ensuring assignment files are compatible formats.
Reflection
The document is a reflection from a student on a course about instructional leadership and technology. Some key points:
- The student wanted to learn more about implementing technology in the classroom beyond just research and PowerPoint. They also wanted to learn about data programs to supplement what their district currently uses.
- They felt they achieved most of their goals and learned the importance of using technology in the classroom frequently. They realized they need to model technology use for students rather than just discussing it.
- One area they still wants to learn more is Microsoft Excel, as they believe it will be important for their future as an administrator. They also wanted more information on data programs mentioned by peers.
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This document contains feedback from a student about an online course. The student discusses what they learned, including how technology aids the learning process and allows for creativity. They express how they will apply what they learned about using technology for interaction and community. The student also summarizes how they would explain the course to others, focusing on digital literacy skills. While they like exploring new resources, the student feels the course layout makes it difficult to follow assignments. They provide suggestions for improvements, such as consolidating materials and addressing issues with the online discussion platform. Overall, the student expresses enjoying working with peers but believes some changes could enhance the course structure.
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The document discusses the outcomes and learnings from a course on using technology in education. The key learnings were:
1) The course highlighted gaps in the author's understanding of educational technology and increased their awareness of important issues like online safety, cyberbullying, and copyright.
2) Blogging can be a valuable tool for 21st century learners by allowing reflection and sharing ideas, but also raises concerns about content validity and inappropriate posts that require monitoring.
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The teacher expresses that ICT can increase student motivation and engagement by making learning more interactive and collaborative. However, some students may rely too heavily on copying and pasting information without truly understanding the concepts.
The parent acknowledges benefits like reducing textbook costs and enabling remote learning, but worries that children could misuse technology to access inappropriate websites.
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Nadia took the ITEC 299 class to fulfill units needed to graduate. She was initially interested due to the title involving learning with an iPod. Her learning preferences survey showed she learns best when actively participating, with facts over theories, in groups by listening and repeating, and step-by-step. She chose the Learning Warrior pathway to improve her Spanish performance by exploring technologies she already uses like her iPod. The class activities and exploring technologies in-depth helped apply concepts to her personal learning style. Her top three technologies were the iPod for organization, social bookmarking for interaction, and podcasts as a study tool. She believes the class prepares students for high school and college by teaching effective technology use and will continue
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Surname 1
Diana Martinez
ENG CASE2
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Dr. Stephens
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Literacy practices encompass the cultural ways that involve the utilization of written language and also in readings that people rely on their day to day activities. In a more simple definition, literacy practices refer to the ways in which people employ literacy in their activities. Literacy practices, thus, gives a powerful way through which the link between reading and writing activities are conceptualized within the social structures that they are embedded. In the everyday life of any person, there are several ways in which reading and writing are put into application. This is based on the fact that people participate in several literacy events on a daily basis. Literacy events can be defined as activities where literacy plays a role. The normal everyday literacy events include spoken and written language. Literacy practices, thus, involve the construction of values, knowledge, beliefs, attitudes, and feelings that are associated with writing and reading of certain texts within certain specific contexts. Literacy practices are generally embedded in literacy domains, which include school, community, and work.
In my daily activities, there are several literacy practices that I normally engage myself in. The first literacy practice that I engage in is reading of daily newspapers and articles. In nature, I am a person who likes to update myself on current matters that take place in my local town and even in other areas around the country and even globally. This thus makes me to spend about an hour a day of reading newspapers, journals, magazines, and articles about several matters in the social life. I not only get the information from written papers, but I also read much of the information from online sources such as websites and news blogs. The other aspect of my life where reading lays a significant part I academics. Being a student comes with a lot of reading responsibility and one is obliged to it. When I enroll in any given class or course, there are some course content that must be covered in every course, since there are quizzes, discussion boards, homework, and tests that comes along with every course. To be adequately prepared for all these, therefore, I always have to read the course content since this is the only way I could get acquitted with the course material for me to pass the courses.
The other important literacy practices that I normally get involved concerns my college life. Life my college life, there is the aspect involving class attendance, writing of application letters, writing of letters of inquiry, taking notes in class, and writing of tests. I believe that this is the part that covers much of my literacy practices that concern writing. On a typical day, there are several hours in which I attend classes of different courses and in each of the classes I always take notes that are verbally lectures by the instructors. I ...
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This document summarizes a portfolio submitted by Dayanara Loján and Jéssica Caicedo in 2014 for a linguistics course. It addresses 12 questions about incorporating technology into language teaching and learning. The document discusses using dictionaries, videos, and online materials in class; benefits of collaborative blogging; availability of technology resources in Ecuadorian schools; how technology has changed language learning over time; and potential uses of technology like YouTube, online reading, and computer-mediated communication. It concludes by noting that while Ecuadorian schools have good physical technology resources, training for teachers on educational uses of technology is still lacking.
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This document discusses teachers' attitudes towards technology. It notes that negative attitudes often stem from a lack of confidence, facilities, or training in using technology in the classroom. The document then lists some common complaints teachers have, such as not having access to computer rooms or feeling that students know more than they do. It provides responses to each complaint, such as scheduling computer room use in advance or having students help teachers. The conclusion is that addressing teachers' concerns and training them can help improve their attitudes.
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This document discusses teachers' attitudes towards technology. It notes that negative attitudes often stem from a lack of confidence, facilities, or training in using technology in the classroom. The document then lists some common complaints teachers have, such as not having enough access to computer labs or feeling that students know more about technology than they do. It concludes by offering responses to each complaint, such as scheduling computer lab time in advance or having students help teachers with technology.
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The document discusses the outcomes and learnings from a course on using technology in education. The key learnings were:
1) The course highlighted gaps in the author's understanding of educational technology and increased their awareness of important issues like online safety, cyberbullying, and copyright.
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This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
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This document discusses the pros and cons of using information and communication technologies (ICT) in primary science education in the 21st century. It summarizes views from a teacher, parent, and student.
The teacher expresses that ICT can increase student motivation and engagement by making learning more interactive and collaborative. However, some students may rely too heavily on copying and pasting information without truly understanding the concepts.
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The document discusses the benefits of incorporating computers and digital media into the classroom. It notes that both students and teachers believe online learning can positively impact student achievement. It also profiles a teacher who teaches her entire 4th grade curriculum using laptops and websites, finding that students are more engaged and retain information better. Incorporating digital tools allows students to learn collaboratively, focus better, and keep up with changing information.
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Nadia took the ITEC 299 class to fulfill units needed to graduate. She was initially interested due to the title involving learning with an iPod. Her learning preferences survey showed she learns best when actively participating, with facts over theories, in groups by listening and repeating, and step-by-step. She chose the Learning Warrior pathway to improve her Spanish performance by exploring technologies she already uses like her iPod. The class activities and exploring technologies in-depth helped apply concepts to her personal learning style. Her top three technologies were the iPod for organization, social bookmarking for interaction, and podcasts as a study tool. She believes the class prepares students for high school and college by teaching effective technology use and will continue
Surname 1Diana MartinezENG CASE2Trident Universi.docx
Surname 1
Diana Martinez
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Literacy Practices
Literacy practices encompass the cultural ways that involve the utilization of written language and also in readings that people rely on their day to day activities. In a more simple definition, literacy practices refer to the ways in which people employ literacy in their activities. Literacy practices, thus, gives a powerful way through which the link between reading and writing activities are conceptualized within the social structures that they are embedded. In the everyday life of any person, there are several ways in which reading and writing are put into application. This is based on the fact that people participate in several literacy events on a daily basis. Literacy events can be defined as activities where literacy plays a role. The normal everyday literacy events include spoken and written language. Literacy practices, thus, involve the construction of values, knowledge, beliefs, attitudes, and feelings that are associated with writing and reading of certain texts within certain specific contexts. Literacy practices are generally embedded in literacy domains, which include school, community, and work.
In my daily activities, there are several literacy practices that I normally engage myself in. The first literacy practice that I engage in is reading of daily newspapers and articles. In nature, I am a person who likes to update myself on current matters that take place in my local town and even in other areas around the country and even globally. This thus makes me to spend about an hour a day of reading newspapers, journals, magazines, and articles about several matters in the social life. I not only get the information from written papers, but I also read much of the information from online sources such as websites and news blogs. The other aspect of my life where reading lays a significant part I academics. Being a student comes with a lot of reading responsibility and one is obliged to it. When I enroll in any given class or course, there are some course content that must be covered in every course, since there are quizzes, discussion boards, homework, and tests that comes along with every course. To be adequately prepared for all these, therefore, I always have to read the course content since this is the only way I could get acquitted with the course material for me to pass the courses.
The other important literacy practices that I normally get involved concerns my college life. Life my college life, there is the aspect involving class attendance, writing of application letters, writing of letters of inquiry, taking notes in class, and writing of tests. I believe that this is the part that covers much of my literacy practices that concern writing. On a typical day, there are several hours in which I attend classes of different courses and in each of the classes I always take notes that are verbally lectures by the instructors. I ...
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The document outlines an interview guide for conducting interviews with 3 resource teachers and students about their experiences with modular distance learning during the COVID-19 pandemic. The guides include 11 questions for teachers on how their school delivers distance learning, the hardest parts, how students have adapted, workload, concerns, what they miss about in-person teaching, support from coworkers, stress levels, and responses from students. The student guide has 10 similar questions on distance learning delivery, internet/device access, hardest parts, adaptation, problems, what they miss about school, and stress levels.
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This document summarizes a portfolio submitted by Dayanara Loján and Jéssica Caicedo in 2014 for a linguistics course. It addresses 12 questions about incorporating technology into language teaching and learning. The document discusses using dictionaries, videos, and online materials in class; benefits of collaborative blogging; availability of technology resources in Ecuadorian schools; how technology has changed language learning over time; and potential uses of technology like YouTube, online reading, and computer-mediated communication. It concludes by noting that while Ecuadorian schools have good physical technology resources, training for teachers on educational uses of technology is still lacking.
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An online education is not suitable for all students and may be ineffective compared to traditional in-person classes. While online classes can work well for independent and self-motivated learners, many students struggle without face-to-face interaction and feedback from a professor. The document discusses two students' negative experiences with online classes - one felt overwhelmed by the disorganized format and assignments, while another had difficulty learning math concepts without individualized help from an instructor. Overall, the author argues that online education is less effective than traditional schooling for most students due to lack of personal interaction and support.
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This document discusses teachers' attitudes towards technology. It notes that negative attitudes often stem from a lack of confidence, facilities, or training in using technology in the classroom. The document then lists some common complaints teachers have, such as not having access to computer rooms or feeling that students know more than they do. It provides responses to each complaint, such as scheduling computer room use in advance or having students help teachers. The conclusion is that addressing teachers' concerns and training them can help improve their attitudes.
Attitudes to technology's ppt
This document discusses teachers' attitudes towards technology. It notes that negative attitudes often stem from a lack of confidence, facilities, or training in using technology in the classroom. The document then lists some common complaints teachers have, such as not having enough access to computer labs or feeling that students know more about technology than they do. It concludes by offering responses to each complaint, such as scheduling computer lab time in advance or having students help teachers with technology.
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During the Middle Ages, societies developed political, religious, and cultural traditions despite differences in their economies and forms of governance. Music, arts, and entertainment flourished through vocal and instrumental music. Advances in science, technology, and education were also made, while cultures and traditions varied between prosperous and less prosperous societies.
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Panado,Hazel Joy BSED-SS 2-E-HISTORY.pptx
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The speaker is visited by Death who offers her a carriage ride to the afterlife. At first, the ride is gentle and allows the speaker to reminisce on her life as they pass familiar places. However, the tone shifts when she realizes she is underdressed for the journey's true destination. They make a stop at her grave, which is barely visible under the ground. By the end, the speaker accepts she has no control over where the horses lead and can only experience eternity as Death guides her way.
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1. The document discusses wise consumerism and outlines steps consumers can take to be reasonable and careful when making purchases. It advises examining products thoroughly, choosing items within one's budget, and not being influenced by marketing tactics.
2. The document also outlines consumer rights such as the right to safety, basic needs, choice, representation, information, education, redress, and a healthy environment.
3. Various laws in the Philippines aim to protect consumers, such as those governing product quality, labeling, pricing, and hazardous goods. Consumers also have responsibilities like paying bills on time, avoiding waste, supporting local products, and reporting violations of rights.
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This document discusses students managing their time between work, class, and other responsibilities. It touches on students' motivation for online classes, having clear goals, preferring online discussions, needing good time management skills to avoid dropping out when juggling school and work, and prioritizing the important tasks. Overall, the document focuses on time management strategies that help students balance their various commitments and responsibilities.
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Engle's law states that as income increases, a greater percentage is spent on non-food items and luxuries. Other key factors that influence consumption include price, season/climate, occasion, personal characteristics and choices, modern inventions, advertisements, demonstration effect, urbanization, population, place, education, pride, social interactions, physical environment, and social class. Filipino traits like pakikisama, colonial mentality, hospitality, regionalism, and utang na loob also determine consumption behavior in the Philippines.
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