Responsible Use
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The document discusses moving from acceptable to responsible use of technology. It defines acceptable use as meeting minimum requirements while responsible use involves accountability. It notes that moving to responsible use is important because of one's digital footprint, personal safety, and role modeling good behavior for students. The overall goal is to establish guidelines for the ethical and lawful use of technology resources in schools.
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Cultivating Pedagogical Innovation Through Emerging Leaders
This document summarizes Dr. Andrea Tejedor's presentation on cultivating pedagogical innovation through emerging leaders at Highland Falls-Fort Montgomery CSD. The presentation outlines a spiral model for change with 9 steps: invitation, discovery, collective maturation, sponsorship container, engage subsystems, suspend complexity, synthesis, differentiation, and living design. It describes forming a technology leadership team in year 1 that grew to include more members in years 2 and 3. The team explored emerging technologies, examined pedagogy, and evaluated outcomes to make a strategic shift towards tinkering with educational technologies and leadership development.
Ditching textbooks for ss
This document discusses ditching traditional textbooks for a digital curriculum. It covers how open educational resources (OER) and web-based tools can be used to create interactive, customizable lessons that align with 21st century skills and Common Core standards. Examples are given of schools that have integrated digital media like Nook Colors, integrated science curriculums, and Discovery Education into their classrooms. The benefits of OER like open textbooks, content aggregators, and creative commons licensing are also outlined.
Digital Literacy & Citizenship in the 21st Century
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
Bls
This document discusses blended learning and strategies for successful blended instruction. It defines blended learning as using online technology to transform learning by allowing professionals to communicate, collaborate, and reflect. It emphasizes knowing your audience, identifying the big idea or goals, planning activities, exploring content, and weaving in 21st century skills. The document discusses using both synchronous tools like videoconferencing and asynchronous tools like course management systems to support self-paced and facilitated learning. It stresses the importance of preparing for blended learning by considering goals, audience, content focus, media to use, and technology needs. It also advocates providing professional development for faculty in the environments they will use for blended instruction.
EPSY582 Spring 2013 Class #1
This document provides an overview and agenda for the first class of EPSY582 on integrated curriculum and digital humanities. It introduces the syllabus, learning standards, and topics to be covered throughout the semester including integrated curriculum, digital humanities, the arts, social studies, and doing history. The goal of the class is to teach history education in a way that promotes democracy, participation, consideration of common good, and understanding of different perspectives.
Digital Storytelling Duel: The 5-Photo Story
The document discusses using a 5-photo story as an entry point for digital storytelling. It presents the process of selecting 5 photos, creating a storyboard to organize them into a narrative, writing a one-sentence caption for each photo, and publishing the story online using web 2.0 tools. Examples and resources are provided to illustrate how the 5-photo story can act as a building block for developing other digital storytelling genres and skills.
When I was Curious about Crystal Cove
When the author was curious about Crystal Cove, she drove there with her sister and children to explore the tide pools. They hiked down to the beach in bathing suits and sun protection to look for sea creatures like starfish and anemones. As the tide went out, they discovered pools filled with crabs, mollusks and fish. The author and her sister played in the waves like children until they were tired and sun-dried. They explored the tide pools until the water returned, then sat wondering about what was under the waves.
Moodle 2.0: Using the Q & A Forum to Create Septines
This document provides instructions for using Moodle's Q&A forum activity to create a sequenced discussion called a septine. Key steps include:
1. Create a new Q&A forum activity and give brief instructions.
2. Add discussion questions in reverse order so they display in the desired sequence.
3. Students must reply to each question sequentially before seeing other responses.
Tech Insight
This document discusses emerging technologies and their potential impact on education over the next five years. It identifies several technologies to watch, including cloud computing, mobiles, electronic books, game-based learning, open content, augmented reality, gesture-based computing, learning analytics, and personal learning environments. It also discusses challenges around digital media literacy and the need for a strategic shift in how schools approach technology, including changes to policies, purchasing, planning, processes, and pedagogy.
Getting Creative With the Commons
This document discusses using creative commons licensed content to promote 21st century skills like information literacy. It explains key concepts like copyright versus creative commons licensing and how CC licenses allow content to be shared and remixed. A case study looks at a teacher searching for images to use in class and choosing an appropriate CC license. The document encourages readers to get creative by making their own presentation using CC licensed content and sharing it online under a CC license.
Learning styles and vl es
This document discusses accommodating different learning styles in virtual spaces. It outlines objectives to help participants learn how emerging technologies can be used to accommodate individual learning styles and blend face-to-face and online professional learning opportunities. Several activities and technologies are presented, including using wikis, mind maps, and voice threads to recreate face-to-face activities. Participants are asked to reflect on how the different technologies meet the needs of diverse learning styles.
Web 20 for professional learning
Presentation for Saturday Session at NYSCATE on using web 2.0 tools for professional learning for k-12 educators.
Differentiating Content for Teacher Learning
This document discusses differentiating instruction for teachers based on content, process, products, affect, and learning environment. It identifies three key student characteristics of readiness, interest, and learning profile that influence differentiation. Strategies are provided for differentiating content based on these characteristics, including varying content levels, supplementary materials, re-teaching, using multimedia, examples based on interests, and presenting in multiple modalities.
Copyright for the_21st_century
This document discusses copyright, fair use, and public domain as they apply to online environments and education. It provides an overview of copyright basics, what is and isn't protected by copyright, and who owns the copyright. It then discusses exceptions like public domain, when works fall into the public domain, and fair use, including how much of a work can be used under fair use for educational purposes. The document also discusses how copyright applies to online and classroom environments through acts like the TEACH Act and explores alternatives like using works with Creative Commons licenses.
NSDC Summer Conference Session B15 Emerging Technologies and the 21st Centu...
This document discusses emerging technologies for 21st century learners and identifies several technologies to watch over the next 1-5 years according to education technology reports. Technologies mentioned as becoming mainstream within 1 year include cloud computing, collaborative environments, and open content. Games-based learning, mobile devices, and augmented reality are identified as technologies likely to emerge within 2-3 years. Visual data analysis and flexible displays are mentioned as technologies to watch within 4-5 years. Key trends noted are the abundance of resources, universal access, decentralization of technologies, and students increasingly seen as collaborators. Critical challenges mentioned include preparing students for their future and developing students' digital media literacy.
Using Technology to Create Professional Learning Opportunities
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Seattle for slideshare
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Acceptable Use & Your Responsibility
The document discusses acceptable use policies (AUP) and user responsibilities regarding electronic devices and network resources. It addresses how new technologies are changing how information is delivered and the relationship between information, student learning, and curriculum. It also discusses the role of staff in pre-screening materials, prohibiting certain sites, teaching research skills, and modeling responsible behavior when using technology. Finally, it prompts the reader to consider their vision for how technology will be used with students and impact their teaching practice.
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Cultivating Pedagogical Innovation Through Emerging Leaders
Cultivating Pedagogical Innovation Through Emerging Leaders
Cultivating Pedagogical Innovation Through Emerging Leaders
Cultivating Pedagogical Innovation Through Emerging Leaders
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Mule event processing models | MuleSoft Mysore Meetup #47
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Responsible Use
- 1. Moving from Acceptable to Responsible Use CC BY SA Kevin Zollman http://www.flickr.com/photos/36144637@N00/159627089/ March, 2011
- 2. Certificate of Internet Integrity
- 3. Moving from Acceptable to Responsible Use CC BY SA Kevin Zollman http://www.flickr.com/photos/36144637@N00/159627089/ March, 2011
- 4. 9 Themes of Digital Citizenship Digital Access Digital Commerce Digital Communication Digital Literacy Digital Etiquette Digital Law Digital Rights & Responsibilities Digital Health & Wellness Digital Security
- 6. Ubiquity
- 7. Options? Should we allow students to use their cell phones in school?
- 8. Yes No ? Should we allow students to use their cell phones in school?
- 10. Appropriate Conduct
- 11. Vocabulary: Flaming, Trolling, Emoticon? Let’s see what you have learned…
- 13. Viruses
- 14. File Sharing? What laws guide our use in schools?
- 15. Digital Law CIPA E-Rate NCLB
- 16. What is the AUP? The purpose of the AUP is to establish acceptable and unacceptable use of electronic devices and network resources in conjunction with its established culture of ethical and lawful behavior, openness, trust, and integrity.
- 17. What other school policies effect use? ?
- 18. Office of NYS Comptroller Are internal controls over information technology appropriately designed and operating effectively to ensure that computer hardware, software and data are adequately safeguarded?
- 21. File sharing
- 22. Online gambling
- 26. What’s the difference? Acceptable Responsible
- 27. What’s the difference? Acceptable capable or worthy of being accepted. pleasing to the receiver; satisfactory; agreeable; welcome. meeting only minimum requirements; barely adequate: an acceptable performance. capable of being endured; tolerable; bearable Responsible answerable or accountable, as for something within one's power or control involving accountability chargeable with being the author, cause, or occasion of something having a capacity for moral decisions and therefore accountable; capable of rational thought or action
- 28. Why do we care? Digital Footprint Personal Safety Role Models for Student
- 29. Moving from Acceptable to Responsible Use CC BY SA Kevin Zollman http://www.flickr.com/photos/36144637@N00/159627089/ March, 2011
Editor's Notes
- Find student handbook, CIPA