So we have computersnow what
•
0 likes•142 views
The document discusses ways for teachers to incorporate technology into their curriculum. It presents three keys for using technology: 1) a communication tool like a class website to share information with students and parents, 2) instructional tools like PowerPoint for notes, games, and lectures, and 3) performance tools where students use technology for research, projects, and reports. The document encourages teachers to start small and share what they are doing, and provides examples of how different subjects can use these technology tools. Teachers are asked to think about what resources they might need to implement some of these ideas.
Report
Share
Report
Share
![Let’s Get Acquainted! ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Online Math Programs
This presentation gives an overview of three online math programs to improve student achievement. Each one has a teacher dashboard where you can add/remove students and track data.
Planning booklet
This document outlines the planning and considerations for a digital graphic narrative project. It includes sections on costs, available resources, target audience, quality factors, regulations, copyright, ethics, a production schedule, and health and safety. The project will produce a 12-page graphic storybook for children ages 3-7 over 10 sessions, considering budget, tools, standards, and preventing eye strain, stress, and dehydration during the process.
Planning booklet x
This document provides planning details for a digital graphic narrative project. It outlines considerations for costs, available resources, quantity, target audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Potential health and safety risks are also identified, such as spilling liquids, eye strain, back pain, tripping, and burns, along with preventative measures.
Talk About Tech in Edu
1) The document discusses using technology in education and the role of school librarians based on conversations from an #edchat discussion on Twitter.
2) Key topics from the discussion include developing a positive attitude towards technology, managing time constraints, using different tools and techniques, working with students, colleagues, and developing one's own skills.
3) Barriers to school librarians cultivating learning networks include limited resources, restrictions, and lack of support, while solutions focus on advocacy and effective marketing of library programs to support students.
Easy Steps in Dissertation Writing to Make Your Thesis Perfect
Hello! Are you looking for phd dissertation writing help? Follow this link to find more info https://www.phdthesiswriting.biz
Planning booklet home
The document outlines the planning and considerations for a digital graphic narrative project, including costs, resources, production schedule, health and safety issues, and compliance with relevant codes and regulations. It provides templates to log details on the target audience, quality factors, copyright issues, and resources needed to complete the project on schedule and within budget. Comprehensive planning across all aspects is emphasized to ensure a successful final product.
Planning booklet
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project including costs, available resources, target audience, quality factors, regulations, copyright, ethics, and a production schedule. Health and safety issues like eye strain, stress, and dehydration are also addressed. The planning booklet is meant to help structure planning and ensure all necessary elements are thoroughly considered to execute the project successfully.
Planning booklet
This document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, target audience, production schedule, and health and safety. Costs are minimal as required resources are provided by the college. Available resources include computers, software, and traditional art supplies. The target audience is children ages 3 to 7 and their parents. The production schedule outlines tasks to be completed across 10 weekly sessions. Health and safety risks like back pain, eye strain, and electrocution are addressed, along with preventative measures referring to relevant legislation.
Recommended
Online Math Programs
This presentation gives an overview of three online math programs to improve student achievement. Each one has a teacher dashboard where you can add/remove students and track data.
Planning booklet
This document outlines the planning and considerations for a digital graphic narrative project. It includes sections on costs, available resources, target audience, quality factors, regulations, copyright, ethics, a production schedule, and health and safety. The project will produce a 12-page graphic storybook for children ages 3-7 over 10 sessions, considering budget, tools, standards, and preventing eye strain, stress, and dehydration during the process.
Planning booklet x
This document provides planning details for a digital graphic narrative project. It outlines considerations for costs, available resources, quantity, target audience, quality factors, codes of practice, regulation, copyright, ethical issues, and a production schedule. Potential health and safety risks are also identified, such as spilling liquids, eye strain, back pain, tripping, and burns, along with preventative measures.
Talk About Tech in Edu
1) The document discusses using technology in education and the role of school librarians based on conversations from an #edchat discussion on Twitter.
2) Key topics from the discussion include developing a positive attitude towards technology, managing time constraints, using different tools and techniques, working with students, colleagues, and developing one's own skills.
3) Barriers to school librarians cultivating learning networks include limited resources, restrictions, and lack of support, while solutions focus on advocacy and effective marketing of library programs to support students.
Easy Steps in Dissertation Writing to Make Your Thesis Perfect
Hello! Are you looking for phd dissertation writing help? Follow this link to find more info https://www.phdthesiswriting.biz
Planning booklet home
The document outlines the planning and considerations for a digital graphic narrative project, including costs, resources, production schedule, health and safety issues, and compliance with relevant codes and regulations. It provides templates to log details on the target audience, quality factors, copyright issues, and resources needed to complete the project on schedule and within budget. Comprehensive planning across all aspects is emphasized to ensure a successful final product.
Planning booklet
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project including costs, available resources, target audience, quality factors, regulations, copyright, ethics, and a production schedule. Health and safety issues like eye strain, stress, and dehydration are also addressed. The planning booklet is meant to help structure planning and ensure all necessary elements are thoroughly considered to execute the project successfully.
Planning booklet
This document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, target audience, production schedule, and health and safety. Costs are minimal as required resources are provided by the college. Available resources include computers, software, and traditional art supplies. The target audience is children ages 3 to 7 and their parents. The production schedule outlines tasks to be completed across 10 weekly sessions. Health and safety risks like back pain, eye strain, and electrocution are addressed, along with preventative measures referring to relevant legislation.
Web 2.0 tools
The document provides information about various Web 2.0 tools that can be used for student collaboration, critical thinking, communication, and creativity. It discusses tools like Glogster, Weebly, Voicethread, Prezi, and Blabberize. It also addresses questions teachers may have around setting up student accounts, presenting projects, student pacing, collaboration, assessment, copyright, and bandwidth. The overall purpose seems to be introducing teachers to different digital tools and considerations for integrating them into classroom lessons and projects.
Planning booklet (ask about fill)
This document provides planning materials for a digital graphic narrative project. It includes sections for considering costs, available resources, target audience, production schedule, and health and safety considerations. The document outlines that there will be no direct costs for the project. The available resources are computers, software, and standard office supplies. The target audience is children ages 3-7 and their parents. A 10-session production schedule is outlined to complete 10 pages of the graphic narrative over weekly sessions. Health and safety risks like back pain, eye strain, and wrist injuries from prolonged computer use are addressed along with preventative measures.
Top 10 Tips for Online Learning
The document provides 10 tips for success as an online student. It emphasizes that online learning requires as much time commitment as traditional courses. It stresses the importance of carefully reviewing course expectations and deadlines, creating a regular study schedule to avoid procrastination, having the necessary software and tools, actively participating in discussions, finding a dedicated study space, building a support system, using available resources for help, engaging critically in discussions, and taking responsibility for one's own learning. Planning and self-discipline are keys to thriving in the online learning environment.
A Reflection on my time as a grad
The document summarizes the author's experience as a graduate student while working full-time and raising a family. It discusses how people questioned whether he could handle the workload but that he persevered with support from his wife, family, and time management. The author reflects on lessons learned around balancing school, work and family responsibilities. Key courses covered advanced topics in web development, database management, software engineering and ethics. The author is proud to have completed the program and grateful for the support received.
Faqs onlinestudents compressed
This document provides frequently asked questions and answers for online students. It addresses questions about the format of online classes, time commitment expectations, communication tools used, academic honesty policies, and technical skills needed. Most successful online students are self-motivated, organized, manage their time well, and are familiar with computers and the internet. While online classes do not meet in person, students are expected to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions and submissions.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about time commitment, communication tools, expectations, and skills needed for online learning. Successful online students are self-motivated, organized, able to manage their time well, and comfortable with computers. While online courses do not meet face-to-face, students are still expected to devote the same time as in-person classes and communicate using online tools like bulletin boards and email. Academic honesty is still required, with no plagiarizing or reusing past work permitted.
Planning booklet
This document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. A production schedule is outlined across 10 sessions to complete design of the 10 page graphic narrative. Risks such as tripping hazards and eyestrain are identified along with preventative measures grounded in health and safety legislation.
Online learning presentation lesson 1
This document provides information about what to expect from an online class. It discusses expectations for participation, time commitment, and responsibilities. Students can expect to feel lost initially but should contact the instructor for help. They are expected to log in frequently, meet all assignment deadlines, and submit work on time despite any technical issues. To succeed, students must be self-motivated, self-reliant, and develop backup plans for submitting work in case of computer problems. The document emphasizes time management and participation are keys to succeeding in an online environment.
Tessa Ann Taylor: A Readme
This document introduces Tessa Taylor and provides insights into her background, beliefs, and approach to managing others. It summarizes that Tessa grew up in Seattle and now lives in New York, has a computer science degree and years of experience writing code, believes engineering is multidisciplinary and that not all problems require technical solutions, and aims to set her reports up for success by ensuring they have the skills and unblocked time to do their best work and achieve their goals.
Planning booklet
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project plan, including costs, available resources, intended quantity, target audience, quality factors, relevant codes of practice, copyright and ethical issues. A production schedule is presented that breaks the project into 10 sessions, outlining the planned tasks and activities for each session. Health and safety issues are also to be considered, explaining potential risks and how to prevent them by referencing appropriate legislation.
Introduction to Online Learning
Online courses differ from classroom courses in having a more flexible schedule, student-centered learning approach, emphasis on textbook-driven learning over lectures, and greater reliance on written communication and technology. To succeed, online students must be flexible, self-motivated, and self-directed; willing to do extensive reading and writing; and comfortable with technology. They typically spend 6-8 hours per week reading, completing assessments, participating in discussions, and working on papers and presentations. Grading follows the same scale as classroom courses, with assignments listed in the syllabus or clearly marked. Students are encouraged to start major assignments early, treat their online coursework like scheduled meetings, and seek help promptly if needed.
Project
PowerPoint presentation to help prospective online students assess their readiness to take an online course.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions (FAQ) for students taking an online course. It addresses questions about time commitment, communication, expectations, and skills needed. While online courses are flexible, students should expect the same workload as a face-to-face class. Instructors provide structure through deadlines and may require real-time activities. Success relies on self-motivation, organization, time-management and computer skills to navigate the online platform and communicate virtually.
WIT lecture / Procrastination & time management handouts
This document discusses procrastination and time management. It defines procrastination as a psychological problem rather than solely a time management issue. It explains the mechanism of procrastination using Tim Urban's WaitButWhy article on why procrastinators procrastinate. Key ways to fight procrastination discussed are planning using to-do lists, breaking large tasks into smaller actions, and using the Eisenhower matrix and pomodoro technique to start working in short intervals. Regular review is also recommended as beating procrastination is a slow process.
Faq's for online students_compressed
This document provides answers to frequently asked questions about online courses. It explains that most online courses have deadlines and are not self-paced. Students should plan to spend a similar amount of time on an online course as a face-to-face course, including time reading, doing homework, and participating in online discussions. While students have flexibility in when they complete assignments, they must meet deadlines. Communication in online courses occurs through bulletin boards, chat rooms, and email. Taking an online course requires self-motivation, time management skills, and computer/internet literacy. Students do not need their own computer but do need access to complete coursework.
Nuckols faq onlinestudents_compressed_sp11
This document provides answers to frequently asked questions for online students. It discusses that successful online students are self-motivated, organized, and have good time management skills. It also covers online etiquette, getting course information from instructors, academic honesty policies, and addresses questions about online class structure, communication tools used, workloads, computer and internet requirements, and expectations of students.
Faq's for online students compressed
This document answers frequently asked questions about online courses. It explains that most online classes have deadlines and are not self-paced. Students should expect to spend a similar amount of time on an online class as a face-to-face class. While deadlines exist, students are usually not required to log on at specific times. Classes are conducted online through communication tools rather than in a physical classroom. Taking an online class may require as much or more effort than a regular class.
E:\itc institute\faq's for online students compressed
This document answers frequently asked questions about online courses. It explains that most online classes have deadlines and are not self-paced. Students should expect to spend a similar amount of time on an online class as a face-to-face class. While deadlines exist, students are usually not required to log on at specific times. Classes are conducted online through communication tools rather than in a physical classroom. Taking an online class may require as much or more effort than a regular class.
Samefilename compressed
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about the skills needed for online students, online etiquette, course expectations, communicating with instructors and classmates, academic honesty policies, and computer and internet requirements. Students are advised that online courses require similar time commitments and workloads as traditional classes. Instructors expect students to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions (FAQ) about taking an online library information resources course. The summary is:
The document answers common questions about an online library information resources course, including that students should have self-motivation, time management, and computer skills. Students are expected to identify themselves in communications, be respectful of others, and not plagiarize. The FAQ covers topics like course structure, time commitment, interactions, technology needs, and academic honesty policies for the online course.
Lab 11: Preparing Your SRL Report
This document provides an overview of the activities and assignments for Lab 11, which include:
1) Completing a weekly personal planning tool (PPT) and reviewing the previous week's PPT.
2) Submitting a reflection on Collaborative Challenge 2.
3) Completing the Strategic Learning Questionnaire (SLQ) for the second time and interpreting the results.
4) Updating their SRL report with new information and submitting the final report.
Best practicesintheworldlanguageclassroom
The document provides suggestions for using technology in the classroom, including setting up a Google Voice account to record lessons, having students create PowerPoint presentations on vocabulary words, and using flipped learning techniques like having students complete homework by watching videos or taking notes before class. It also discusses potential problems with technology in the classroom and ways to address them, such as using a learning management system to share materials and collecting notes from students. Teachers are then instructed to partner up and create a technology-integrated lesson to share.
More Related Content
What's hot
Web 2.0 tools
The document provides information about various Web 2.0 tools that can be used for student collaboration, critical thinking, communication, and creativity. It discusses tools like Glogster, Weebly, Voicethread, Prezi, and Blabberize. It also addresses questions teachers may have around setting up student accounts, presenting projects, student pacing, collaboration, assessment, copyright, and bandwidth. The overall purpose seems to be introducing teachers to different digital tools and considerations for integrating them into classroom lessons and projects.
Planning booklet (ask about fill)
This document provides planning materials for a digital graphic narrative project. It includes sections for considering costs, available resources, target audience, production schedule, and health and safety considerations. The document outlines that there will be no direct costs for the project. The available resources are computers, software, and standard office supplies. The target audience is children ages 3-7 and their parents. A 10-session production schedule is outlined to complete 10 pages of the graphic narrative over weekly sessions. Health and safety risks like back pain, eye strain, and wrist injuries from prolonged computer use are addressed along with preventative measures.
Top 10 Tips for Online Learning
The document provides 10 tips for success as an online student. It emphasizes that online learning requires as much time commitment as traditional courses. It stresses the importance of carefully reviewing course expectations and deadlines, creating a regular study schedule to avoid procrastination, having the necessary software and tools, actively participating in discussions, finding a dedicated study space, building a support system, using available resources for help, engaging critically in discussions, and taking responsibility for one's own learning. Planning and self-discipline are keys to thriving in the online learning environment.
A Reflection on my time as a grad
The document summarizes the author's experience as a graduate student while working full-time and raising a family. It discusses how people questioned whether he could handle the workload but that he persevered with support from his wife, family, and time management. The author reflects on lessons learned around balancing school, work and family responsibilities. Key courses covered advanced topics in web development, database management, software engineering and ethics. The author is proud to have completed the program and grateful for the support received.
Faqs onlinestudents compressed
This document provides frequently asked questions and answers for online students. It addresses questions about the format of online classes, time commitment expectations, communication tools used, academic honesty policies, and technical skills needed. Most successful online students are self-motivated, organized, manage their time well, and are familiar with computers and the internet. While online classes do not meet in person, students are expected to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions and submissions.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about time commitment, communication tools, expectations, and skills needed for online learning. Successful online students are self-motivated, organized, able to manage their time well, and comfortable with computers. While online courses do not meet face-to-face, students are still expected to devote the same time as in-person classes and communicate using online tools like bulletin boards and email. Academic honesty is still required, with no plagiarizing or reusing past work permitted.
Planning booklet
This document provides planning details for a digital graphic narrative project. It includes considerations for costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. A production schedule is outlined across 10 sessions to complete design of the 10 page graphic narrative. Risks such as tripping hazards and eyestrain are identified along with preventative measures grounded in health and safety legislation.
Online learning presentation lesson 1
This document provides information about what to expect from an online class. It discusses expectations for participation, time commitment, and responsibilities. Students can expect to feel lost initially but should contact the instructor for help. They are expected to log in frequently, meet all assignment deadlines, and submit work on time despite any technical issues. To succeed, students must be self-motivated, self-reliant, and develop backup plans for submitting work in case of computer problems. The document emphasizes time management and participation are keys to succeeding in an online environment.
Tessa Ann Taylor: A Readme
This document introduces Tessa Taylor and provides insights into her background, beliefs, and approach to managing others. It summarizes that Tessa grew up in Seattle and now lives in New York, has a computer science degree and years of experience writing code, believes engineering is multidisciplinary and that not all problems require technical solutions, and aims to set her reports up for success by ensuring they have the skills and unblocked time to do their best work and achieve their goals.
Planning booklet
This document provides guidance for planning a digital graphic narrative project. It outlines several key considerations for the project plan, including costs, available resources, intended quantity, target audience, quality factors, relevant codes of practice, copyright and ethical issues. A production schedule is presented that breaks the project into 10 sessions, outlining the planned tasks and activities for each session. Health and safety issues are also to be considered, explaining potential risks and how to prevent them by referencing appropriate legislation.
Introduction to Online Learning
Online courses differ from classroom courses in having a more flexible schedule, student-centered learning approach, emphasis on textbook-driven learning over lectures, and greater reliance on written communication and technology. To succeed, online students must be flexible, self-motivated, and self-directed; willing to do extensive reading and writing; and comfortable with technology. They typically spend 6-8 hours per week reading, completing assessments, participating in discussions, and working on papers and presentations. Grading follows the same scale as classroom courses, with assignments listed in the syllabus or clearly marked. Students are encouraged to start major assignments early, treat their online coursework like scheduled meetings, and seek help promptly if needed.
Project
PowerPoint presentation to help prospective online students assess their readiness to take an online course.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions (FAQ) for students taking an online course. It addresses questions about time commitment, communication, expectations, and skills needed. While online courses are flexible, students should expect the same workload as a face-to-face class. Instructors provide structure through deadlines and may require real-time activities. Success relies on self-motivation, organization, time-management and computer skills to navigate the online platform and communicate virtually.
WIT lecture / Procrastination & time management handouts
This document discusses procrastination and time management. It defines procrastination as a psychological problem rather than solely a time management issue. It explains the mechanism of procrastination using Tim Urban's WaitButWhy article on why procrastinators procrastinate. Key ways to fight procrastination discussed are planning using to-do lists, breaking large tasks into smaller actions, and using the Eisenhower matrix and pomodoro technique to start working in short intervals. Regular review is also recommended as beating procrastination is a slow process.
Faq's for online students_compressed
This document provides answers to frequently asked questions about online courses. It explains that most online courses have deadlines and are not self-paced. Students should plan to spend a similar amount of time on an online course as a face-to-face course, including time reading, doing homework, and participating in online discussions. While students have flexibility in when they complete assignments, they must meet deadlines. Communication in online courses occurs through bulletin boards, chat rooms, and email. Taking an online course requires self-motivation, time management skills, and computer/internet literacy. Students do not need their own computer but do need access to complete coursework.
Nuckols faq onlinestudents_compressed_sp11
This document provides answers to frequently asked questions for online students. It discusses that successful online students are self-motivated, organized, and have good time management skills. It also covers online etiquette, getting course information from instructors, academic honesty policies, and addresses questions about online class structure, communication tools used, workloads, computer and internet requirements, and expectations of students.
Faq's for online students compressed
This document answers frequently asked questions about online courses. It explains that most online classes have deadlines and are not self-paced. Students should expect to spend a similar amount of time on an online class as a face-to-face class. While deadlines exist, students are usually not required to log on at specific times. Classes are conducted online through communication tools rather than in a physical classroom. Taking an online class may require as much or more effort than a regular class.
E:\itc institute\faq's for online students compressed
This document answers frequently asked questions about online courses. It explains that most online classes have deadlines and are not self-paced. Students should expect to spend a similar amount of time on an online class as a face-to-face class. While deadlines exist, students are usually not required to log on at specific times. Classes are conducted online through communication tools rather than in a physical classroom. Taking an online class may require as much or more effort than a regular class.
Samefilename compressed
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about the skills needed for online students, online etiquette, course expectations, communicating with instructors and classmates, academic honesty policies, and computer and internet requirements. Students are advised that online courses require similar time commitments and workloads as traditional classes. Instructors expect students to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions.
Faq onlinestudents fa10_compressed
This document provides frequently asked questions (FAQ) about taking an online library information resources course. The summary is:
The document answers common questions about an online library information resources course, including that students should have self-motivation, time management, and computer skills. Students are expected to identify themselves in communications, be respectful of others, and not plagiarize. The FAQ covers topics like course structure, time commitment, interactions, technology needs, and academic honesty policies for the online course.
What's hot (20)
WIT lecture / Procrastination & time management handouts
WIT lecture / Procrastination & time management handouts
E:\itc institute\faq's for online students compressed
E:\itc institute\faq's for online students compressed
Viewers also liked
Lab 11: Preparing Your SRL Report
This document provides an overview of the activities and assignments for Lab 11, which include:
1) Completing a weekly personal planning tool (PPT) and reviewing the previous week's PPT.
2) Submitting a reflection on Collaborative Challenge 2.
3) Completing the Strategic Learning Questionnaire (SLQ) for the second time and interpreting the results.
4) Updating their SRL report with new information and submitting the final report.
Best practicesintheworldlanguageclassroom
The document provides suggestions for using technology in the classroom, including setting up a Google Voice account to record lessons, having students create PowerPoint presentations on vocabulary words, and using flipped learning techniques like having students complete homework by watching videos or taking notes before class. It also discusses potential problems with technology in the classroom and ways to address them, such as using a learning management system to share materials and collecting notes from students. Teachers are then instructed to partner up and create a technology-integrated lesson to share.
Edu ware school management system software
Arth Infosoft Pvt. Ltd. has launched an "Eduware – Unique Software for School" to manage all Daily admin activities for the schools. To manage all of these activities we have divided the whole software into major Seven Modules
Building an Excellent Team in Modern Times
Nothing in the world can take the place of Persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts.
It is Persistence and determination alone are omnipotent. These makes the Team Excellent.
What former President of United States Calvin Coolidge said is true. Persistence can put your team together through rough weather & achieve success. How can you make your team persistently perform?
Teaching via social networks(SOCIAL MEDIA FOR EDUCATION)
New Media Education.The positive side of Social Networking Sites.Future of Education. Modern Day Education, Make full use of the ITC revolution in education. Let them also learn at their home comfort.Making the difference in education with technology
Excellent Life Lessons from the Movie PK
The movie PK, directed by Rajkumar Hirani, starring Amir Khan and Anushka Sharma in the lead role, makes viewers look at the truth and make believe reality that we live in
This is the story of an alien who lands upon planet earth,nude, without any understanding of language or any way to communicate, just as a child is born into this world
He loses his remote with which he can go back home and is stuck on planet earth where he encounters the weird beliefs of peopl in God and God men
He exposes God men who promise to resolve problems by asking people for money, donations and converting into dominant religions while blaming other religions
PK makes people think about the kind of world we live in and makes people look at God with a different perspective
Nice PPTs
This document announces the best photographs of 2005 as voted on by the Worldwide Organisation Zelep. The organization Zelep voted on the top photographs for the year 2005. The document does not provide any further details about the winning photographs or the organization.
Petrolengines
The document discusses different types of engines classified by their fuel source and combustion method. It focuses on petrol engines, which are internal combustion engines that burn petrol fuel inside the engine cylinders. The key types discussed are two-stroke and four-stroke petrol engines. Two-stroke engines complete the combustion cycle in two piston strokes while four-stroke engines use four strokes of the piston. The four strokes are intake, compression, power, and exhaust.
The advantages and disadvantages of online learning
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
Elearning.ppt
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
Slideshare ppt
Miss goodheart created a PowerPoint to test out the Slideshare tool, which was introduced to her by Sharon Tonner on January 20th, 2011.
Viewers also liked (11)
Teaching via social networks(SOCIAL MEDIA FOR EDUCATION)
Teaching via social networks(SOCIAL MEDIA FOR EDUCATION)
The advantages and disadvantages of online learning
The advantages and disadvantages of online learning
Similar to So we have computersnow what
Learning By Design - STLUX 2011
The document discusses opportunities for user experience (UX) design to impact the future of learning using new technologies. It notes that students now learn using mobile phones, Google, Wikipedia, online courses, and social media rather than traditional textbooks. The author argues that UX design could help gather learning materials, enable practice in realistic settings, support test preparation, and track student behaviors and outcomes to improve education. Major opportunities exist to provide customized learning services and apply UX principles to the main tasks of gathering information, practicing skills, and assessing understanding.
Jacket On, Jacket Off - Stop Working and Start Training!
Many of us know the benefits of continuous training and it’s not rare to meet tech people that use that time between 18h and 24h working on personal projects, trying that fancy new tool or doing some open source work since there’s always room to improve our never-enough skills. The company would like it but client work often doesn’t push us enough, so what about improving our abilities during working hours?
Presenting some cases and ideas I’ll show that not only you would like the practice but also (and mainly) your company, your clients, your impostor syndrome, myself and the whole industry!
Education Using Technology
The document discusses the benefits of using technology in the classroom and provides examples. It introduces three ways to use technology: podcasting, presentations, and classroom management tools. It provides links to two websites that offer guidance on creating podcasts and using tools like spreadsheets, databases and presentations. The websites explain that technology helps students learn by making lessons more engaging and teaching skills like research, math and organization. Technology also aids communication between teachers, students and parents.
15 research debrief
This document provides guidance and instructions to students for an upcoming research and presentation project on animal de-extinction. It discusses the day's agenda, expectations for research and presentation preparation. Tips are provided on moving from an unprepared "Buster" to a well-prepared "Betty" or exemplary "Thomas" through knowing requirements, current abilities, and areas for improvement. Students are guided to reflect on strengths and weaknesses from prior work, and create a plan to accomplish remaining goals in order to be successful.
Be tech savvy!!!
The document introduces students to the importance of becoming tech-savvy by learning to use various web 2.0 tools like social networking, photo storage, document sharing, and RSS feeds. It encourages students to practice using these technologies for entertainment, correspondence, collaboration, research and education. The document also provides tips for safe online practices and warns students that anything posted online can remain publicly visible. Finally, it assigns students to create a Gmail account, send an email to the teacher, and reflect on their goals and concerns for the upcoming school year.
D.E.R: A Genuine Learning Revolution
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
Educational technology in 21st century
The document discusses the importance and proper use of educational technology in 21st century teaching and learning. It notes that while chalk, boards and lectures were once the primary tools, students today are "digital natives" who require engaging with technology. Merely providing facts and information is no longer sufficient for teachers - they must teach students how to validate, synthesize, leverage and communicate information, as well as solve problems and be responsible online. The document advocates that teachers create their own online learning materials and focus curricula on developing skills rather than just conveying content. It provides examples of educational technology tools and websites teachers can explore to meaningfully engage students.
Imagine what we do
Sometimes it's hard to imagine how things you don't know can benefit you. At work, you're busy and there's not enough time to master things before you have to move on to the next urgent job.
That's where we come in. Wherever you are in the world, we can help you to fill the gaps and it's easy to jump on one of our focused, easy to follow and fun 2 hour Online Learning Sessions. In the time it takes to go to a meeting, you can learn what you need to help speed up your work, be more accurate and create more professional documents. So whether it's number crunching in Excel or making beautiful presentations in PowerPoint, we can help.
So what are you waiting for?
ITSC 2009 Admin Workshop
This document appears to be from a presentation about tools to help administrators work more efficiently. It introduces topics like communication, collaboration and making jobs easier. The agenda includes introductions, expectations, discussions, practicing key tools and sharing. It discusses struggles with technology and keeping up with changes. The presentation will focus on tools like RSS, personal start pages, iGoogle, Google Docs, social bookmarking, Evernote and Twitter to help attendees access information, share documents and expand their professional learning networks. The goal is to introduce simple tools to save time and make jobs easier.
Using technology to enhance classroom learning
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers guidance on using PowerPoint effectively through design, presentation techniques, and interactive elements. Tips are also provided for assembling web-based materials, maintaining websites, and delivering content online to students. The importance of recognizing the audience, balancing technology with other teaching methods, and engaging students through interactivity is emphasized.
Using technology to enhance classroom learning
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers best practices for using PowerPoint, such as limiting text and animations, and tips for designing effective website content like considering the audience and bandwidth. The goal is to engage students and balance technology with other teaching methods.
Using technology to enhance classroom learning
The document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and their preferences as digital natives. Some key points covered include using technology interactively, focusing on content over presentation style, varying teaching methods, and recognizing that effective learning combines technology with active engagement and reflection.
Job card Lovro Gracin
Lovro Gracin is a software developer whose daily routine consists of analyzing users' requests, writing functional specifications, leading development teams, and supervising projects. His job involves meeting with clients, traveling occasionally, and sometimes working remotely. Gracin's salary increased as he gained experience over his seven-year career leading a team of 20 people. He recommends studying fields like mathematics and programming to develop logical problem-solving skills useful for technology careers.
How to learn coding
Programming is our present and the future of other coming generations.
Here is a simple guide that may help you organize yourself and start learning with effective ways
11 tips on how to succeed as online student
The document provides 11 tips for online students to succeed, outlining what teachers will do to support students and what students should do. Teachers will introduce themselves, provide a clear course outline and schedule, offer additional learning materials, and set up discussion forums and collaborative activities. To succeed, students should participate actively by watching introductions, reading outlines, engaging in discussions, and incorporating feedback into future work.
Gettingstarted
This document provides tips for students taking an online course, including getting organized with notebooks, bookmarking the course website, asking questions of instructors or classmates, taking open-book tests with available time, checking the course calendar for due dates, following netiquette guidelines like personalizing messages and using polite language, and getting help from the help desk or instructor if issues arise.
21st century it literacy level i follow up
This document summarizes a follow up training session for teachers on using new technology provided by a grant. The session focused on coaching teachers to discuss what is working, current challenges, next steps, and needed support for using tools like SMART notebooks, laptops, and software in their classrooms. Teachers met in subject groups and took turns coaching each other using conversation prompts. They discussed strategies, resources, and goals and wrote notes on collaboration sheets. The session aimed to help teachers continue successfully integrating technology to support student learning.
Recognition task
This work is done in order to raise awareness of the environments containing the English course and answer a questionnaire which was established in the collaborative learning environment
AET541_Introduction to E-Learning
My name is Doug Hardenburgh although I was born in Detroit Michigan, I have spent most of my adult life living in California. Intuitively focused on art and design at a early age I have made a long career designing and developing graphic designed projects for national and international clients.
I met my wife while still attending college in California where we spent many wonderful years, adding a son along the way during 34 years of marriage.
I obtained my Bachelor's degree in Fine Arts at California State University Sacramento, I am currently pursuing a Masters Degree in Adult Education and Training.
This course focuses on e-learning for adult learners. Students apply instructional design techniques, learning theory, and technical tools for e-learning activities. The course also addresses the challenges associated with the e-learning environment.
Technology is a major part of the educational system. During this course, students will be required to design and develop interactive course materials using tools such as videos, a podcast, blogs, and wikis. Students must know and understand how to effectively bring these tools into the classroom and use them effectively to teach their students.
During this course, students will be exposed to new and exciting ideas that can enhance any course environment. Stay motivated and eager to learn because the material within this course is changing the direction of educational systems around the country.
Welcome to class.
Nov 7-11, 2011
This document discusses using technology to enhance classroom learning. It describes how today's students have grown up with technology and have different learning preferences than previous generations. Some key tips for using technology in the classroom include recognizing students' technology skills, balancing technology with other teaching methods, using websites and multimedia to actively engage students, and ensuring activities have a clear purpose.
Similar to So we have computersnow what (20)
Jacket On, Jacket Off - Stop Working and Start Training!
Jacket On, Jacket Off - Stop Working and Start Training!
So we have computersnow what
- 1. So We Have Computers… NOW WHAT? Presenters Dedra Stafford And Renee’ Boatman
- 8. We want to show you 3 ways to easily get technology into your curriculum …. Are you ready?
- 10. Let’s Look at some History English Science
- 14. Click and Learn The Basics!!
- 16. Trackstar to get things going hprtec.org
- 18. What Things Would You Wish For??
- 19. Document, Document, Document…. Why?