Slides from NYSCATE (New York State Association for Computing and Technologies in Education) Annual Conference 2013 presentation on social media in public schools.
Slides from my portion of panel discussion on various ways to build communication & community within schools using technology. Topics covered included iPads & Google Apps for ease of communication, and social media such as Twitter for both communication as well as community building by creating transparent learning communities.
This document discusses social media tools for educators and online learning. It outlines the author's experiences using tools like Pinterest, Kidblog, and LinkedIn for sharing educational ideas and student projects. The author found Kidblog successful for student blogging but challenges finding connections on LinkedIn. Online learning provides convenience but has an initial learning curve using platforms like Moodle. Projects discussed include using Twitter and Paperli for microblogging, Delicious for bookmark sharing, and Kidblog for student expression.
The document introduces a secondary tech coach named Alex Wenzel who provides coaching, resources, and support to help develop 21st century skills in students such as critical thinking, problem solving, communication, and citizenship. Areas of support include Google Apps, websites, blogging, social media, project-based learning, and presentation tools. The coach offers help with creating classroom websites, finding online resources, connecting with other classrooms globally, designing inquiry-based teaching, and integrating global citizenship and technology into the curriculum. Teachers can contact the coach for support in their classrooms.
Google docs for teachers and the classroommullin35
Google Docs allows for collaborative writing between teachers and students. It allows multiple users to work on a document simultaneously. Edits are seen in real time, and work is automatically saved. Up to 50 collaborators can work on a document at once. Documents can be accessed from any device. This makes group work more efficient as students can work together remotely. It also ensures students always have their work with no excuses of lost or forgotten assignments. Teachers can leave comments to provide feedback. Overall it enhances collaboration, accountability and learning.
The document discusses various web publishing tools that can be used in education, including wikis, blogs, and RSS feeds. It provides reasons why educators should consider blogging, such as helping students relate to lessons, fostering collaboration, and acting as an online journal. Specific educational blogs are recommended in areas like social media, flipped learning, technology resources, and more. Both successes, like being able to teach and learn flexibly, and challenges, like fear of new projects, of using these tools are explored. Links to the author's created wiki, Glogster, blog, and discussion of RSS feeds are provided as examples.
Laura is a pre-primary teacher from Madrid, Spain studying for a master's in bilingual education. She shares her experience using ICT tools like blogs and Twitter to develop her teaching skills. She analyzed open educational projects online for ideas and created her own called "People and the Environment." It includes collaborative activities both within the classroom in small groups and outside connecting with other classes. Laura also joined the 30 Goals Challenge to transform teaching through innovative methods and ICT. She turned the activities into "super learning missions" to motivate students, including blogging research and creating interactive presentations to share outside the classroom. Finally, Laura created a rubric to assess students' work covering writing, oral skills, content, visuals,
Using technology for teaching and learning in theblue334
This document provides a list of educational technology tools that can help teachers in various ways. It categorizes the tools into social learning tools like Edmodo and Grockit that allow online collaboration, learning tools like Khan Academy and FunBrain that make lessons interactive, lesson planning tools like Teachers Pay Teachers and Planboard, useful tools like Evernote and Twitter for organization and connection, and the Apple iPad as a popular classroom device. The document emphasizes that these tools can make teaching more fun, engaging, and effective for both teachers and students.
Open educational digital projects for clil primary educationLaura Garrido García
This document contains summaries from multiple presenters about their experiences creating open educational digital projects for CLIL primary education. The presenters discuss steps they took such as analyzing existing projects, prototyping their own projects, making their projects collaborative, finding partners, creating learning missions, and assessing their projects. They provide links to their learning diaries and blogs where their open educational projects are shared. The document promotes using the hashtag #ictclil_urjc to follow ongoing discussions.
Slides from my portion of panel discussion on various ways to build communication & community within schools using technology. Topics covered included iPads & Google Apps for ease of communication, and social media such as Twitter for both communication as well as community building by creating transparent learning communities.
This document discusses social media tools for educators and online learning. It outlines the author's experiences using tools like Pinterest, Kidblog, and LinkedIn for sharing educational ideas and student projects. The author found Kidblog successful for student blogging but challenges finding connections on LinkedIn. Online learning provides convenience but has an initial learning curve using platforms like Moodle. Projects discussed include using Twitter and Paperli for microblogging, Delicious for bookmark sharing, and Kidblog for student expression.
The document introduces a secondary tech coach named Alex Wenzel who provides coaching, resources, and support to help develop 21st century skills in students such as critical thinking, problem solving, communication, and citizenship. Areas of support include Google Apps, websites, blogging, social media, project-based learning, and presentation tools. The coach offers help with creating classroom websites, finding online resources, connecting with other classrooms globally, designing inquiry-based teaching, and integrating global citizenship and technology into the curriculum. Teachers can contact the coach for support in their classrooms.
Google docs for teachers and the classroommullin35
Google Docs allows for collaborative writing between teachers and students. It allows multiple users to work on a document simultaneously. Edits are seen in real time, and work is automatically saved. Up to 50 collaborators can work on a document at once. Documents can be accessed from any device. This makes group work more efficient as students can work together remotely. It also ensures students always have their work with no excuses of lost or forgotten assignments. Teachers can leave comments to provide feedback. Overall it enhances collaboration, accountability and learning.
The document discusses various web publishing tools that can be used in education, including wikis, blogs, and RSS feeds. It provides reasons why educators should consider blogging, such as helping students relate to lessons, fostering collaboration, and acting as an online journal. Specific educational blogs are recommended in areas like social media, flipped learning, technology resources, and more. Both successes, like being able to teach and learn flexibly, and challenges, like fear of new projects, of using these tools are explored. Links to the author's created wiki, Glogster, blog, and discussion of RSS feeds are provided as examples.
Laura is a pre-primary teacher from Madrid, Spain studying for a master's in bilingual education. She shares her experience using ICT tools like blogs and Twitter to develop her teaching skills. She analyzed open educational projects online for ideas and created her own called "People and the Environment." It includes collaborative activities both within the classroom in small groups and outside connecting with other classes. Laura also joined the 30 Goals Challenge to transform teaching through innovative methods and ICT. She turned the activities into "super learning missions" to motivate students, including blogging research and creating interactive presentations to share outside the classroom. Finally, Laura created a rubric to assess students' work covering writing, oral skills, content, visuals,
Using technology for teaching and learning in theblue334
This document provides a list of educational technology tools that can help teachers in various ways. It categorizes the tools into social learning tools like Edmodo and Grockit that allow online collaboration, learning tools like Khan Academy and FunBrain that make lessons interactive, lesson planning tools like Teachers Pay Teachers and Planboard, useful tools like Evernote and Twitter for organization and connection, and the Apple iPad as a popular classroom device. The document emphasizes that these tools can make teaching more fun, engaging, and effective for both teachers and students.
Open educational digital projects for clil primary educationLaura Garrido García
This document contains summaries from multiple presenters about their experiences creating open educational digital projects for CLIL primary education. The presenters discuss steps they took such as analyzing existing projects, prototyping their own projects, making their projects collaborative, finding partners, creating learning missions, and assessing their projects. They provide links to their learning diaries and blogs where their open educational projects are shared. The document promotes using the hashtag #ictclil_urjc to follow ongoing discussions.
Launching google classroom in your schoolCraig Hansen
This document provides an overview of launching Google Classroom in a school. It discusses what Google Classroom (GC) is and is not, how the presenter has launched it at their school, and 31 things teachers can do on GC. GC is introduced as a learning management system with minimal gradebook functionality that automatically saves all files to Google Drive. Teachers are then guided through live steps to set up a class, add teachers, load assignments, share files, and receive assignments on GC.
This document discusses connected learning and how digital tools can be used to meet the NETS-T (National Educational Technology Standards for Teachers) in 5 areas. It provides examples of digital tools that teachers can use to facilitate communication and collaboration among students, provide diverse learning resources and assessments, enhance productivity, promote digital citizenship, and support professional growth through personal learning networks. Key digital tools recommended include Google Docs, Edmodo, Khan Academy, Twitter, and Evernote. The document aims to help teachers integrate new digital tools that align with the NETS-T into their practice.
The document discusses using wikis to promote collaborative learning in schools. It provides examples of how wikis can be used for class group work, research projects, photo essays, and student evaluations. Some potential challenges discussed include access to technology, computer literacy levels, monitoring content, and addressing different literacy levels. However, wikis are said to be engaging for students, provide real audiences for student work, help raise expectations and standards, and allow for creativity.
Launching google classroom in your schoolsiskjonline
This document provides an overview of launching Google Classroom in a school. It discusses what Google Classroom (GC) is and is not, how the presenter launched it at their school, and 31 things teachers can do on GC like sharing resources, creating assignments, discussions, and collecting student work. It also lists 7 excellent online resources for learning more about using GC in education.
Learning and Leading with Emerging TechnologyKaren VItek
This document provides an overview of emerging technologies that can be used for learning and leadership. It discusses social learning theory and the TPACK framework as contexts for integrating technology. Several specific tools are then outlined, including Twitter for sharing updates, Diigo for bookmarking and annotation, Facebook and Edmodo as social platforms, and Pinterest for collecting resources. Blogs, wikis, and content management systems like Moodle and Drupal are presented as ways to create an online leader presence. Google Docs, Prezi, and Poll Everywhere are highlighted as tools for collaborative meetings. The presentation emphasizes guiding students and staff in the proper use of technologies to support learning and change.
Gafe: google apps and classroom integrationBeth Walton
This document provides examples of how to use Google Apps for Education and Google Classroom to organize instruction. Google Classroom allows easy distribution and collection of assignments in Google Docs, Slides, and Sheets. Teachers can create assignments, view student progress, and provide feedback using rubrics. Google Forms facilitates quizzes, surveys and collecting information. Google Docs, Slides, and Calendar support lesson planning, collaboration, and scheduling. Blogger enables student blogging, creativity and social learning. Overall, these Google Apps integrate well with Google Classroom to streamline teaching workflows and enhance learning.
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
Making Connections: Connecting students with authentic audiencesDET
This document discusses connecting students to authentic audiences through project-based learning, wikis, and Twitter. It provides examples of a poetry project wiki and using Twitter to connect a class to the real world. Key takeaways are that having a public audience for student work increases motivation, adding authenticity, and that graduates need instruction in various communication modes. A blend of online and offline environments provides more opportunities for students to find audiences and build professional learning networks.
This presentation was showed during the orientation webinar for the Open Networked Learning autumn 2015; learners and facilitators got together for an introduction of the course.
The recording of the webinar is found at https://opennetworkedlearning.wordpress.com/overview-and-schedule-onl152/
A brief presentation explaining the concepts and processes associated with creating a personalized professional development plan and supporting it through digital connections.
This document provides strategies for managing a classroom with a 1:1 student to device environment. It recommends developing student-centered lessons that focus on learning over content and leave no time for off-task behavior. Suggested management strategies include using proximity, timers, and fostering collaboration to influence positive behavior while modeling appropriate technology use. The document also lists signs that may indicate off-task student behavior and considerations for implementing a successful 1:1 classroom.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
21st Century Learning Conference Mar. 10, 2017Joanna Huang
The document discusses various online tools that can be used for language learning including Moodle, Google Docs, Google Drive, Google+, WordPress, Google Slides, Google Classroom, Wikispaces, and Padlet. These tools allow for teacher-selected materials, student agency, personalized and collaborative learning, discussion forums, sharing work and ideas, and formative assessment. They facilitate global learning opportunities and development of students' learning journeys. The document provides examples of how each tool can be used for language acquisition.
Everyday, my fourth grade students create, revise, and edit assignments and independent projects with Google Drive. They can access all of their work anywhere and share it with anyone at any stage in the process. They write stories and paragraphs with their classmates, and they correspond with parent volunteers through letters and homework comments. I also use Google Drive to create resources for students, teachers, and parents that I share on my digital portfolio.
Google Sites allows students and teachers to create custom web pages for classes, schools, or other groups. Pages can include content from Google Docs, Picasa, YouTube, and other services. Site creation is easy using templates. Access to pages can be shared publicly or privately. Teachers can use Sites to create class pages with handouts and videos, and students can use it to manage assignments, create portfolios, and collaborate with others. For example, a high school global communications class used a Site for a year-long project to collect all project materials in one place.
Twitter is highlighted as the most useful web 2.0 tool for educators to build a personal learning network (PLN) as it allows them to connect with other education professionals, keep up with trends, and access information through multiple devices with minimal time investment. Some successes of building a PLN include communicating with others in the field, collecting educational resources, and understanding how to develop a PLN through professional development. Challenges include feeling comfortable sharing ideas publicly, using Twitter to its full potential taking additional time, and managing the abundance of information. Moodle and online learning are also discussed as enabling self-paced and convenient learning with individual instructor access and paperless organization.
EdTech Team HK Summit, Featuring Google for Education, Sep. 19-20, 2015Joanna Huang
This document provides an overview of Google Apps that can be used for Chinese language teaching and learning. It describes the key features and functions of Google Drive for storing and sharing files, Google Docs for creating and collaborating on documents, Google Slides for presentations, Google Sites for creating websites and wikis, Google Classroom for managing classwork, Google YouTube for watching and sharing videos, Google Community for posting and commenting, Google Photos for images, Google Blogger for blogging, and concludes with a call to brainstorm and create activities using the Google Apps in a hands-on session.
The document discusses ways that teachers and library media specialists (LMS) can collaborate using SUNLINK, Florida's online library resource. It provides several collaboration ideas where the LMS helps teachers and students access materials in SUNLINK to support classroom projects and research. These include orientations on searching for and using print materials, websites, streaming videos, and historical images within SUNLINK. The LMS can also create bibliographies and acquire resources through interlibrary loan.
The document summarizes a student's reflections on a group project completed for their Precalculus class. It outlines the agenda, introduction, pros and cons of the project experience, suggestions for improvement, and conclusion. The project aimed to strengthen language skills and promote collaboration but fell short of its goals due to issues with communication, scheduling, and lack of focus on the intended purpose within the context of the Precalculus course. The student suggests the project may have been more effective with more time dedicated to specific math concepts or if structured as its own separate class.
808. Turning up the HEAT: Higher Order Thinking, Engagement, and Differentiation Through Technology
Do you want to take your digital instruction to the next level? This session will provide you with necessary knowledge and tools to effectively incorporate technology into your classroom. Strengthen your teaching by providing higher order thinking, engagement and differentiation opportunities for your students like never before.
Presenter(s): Michelle Vuncannon, Myra Holloway, Greg Griffin, Faith Mangum, Johnna Skatell
Location: Biltmore
Launching google classroom in your schoolCraig Hansen
This document provides an overview of launching Google Classroom in a school. It discusses what Google Classroom (GC) is and is not, how the presenter has launched it at their school, and 31 things teachers can do on GC. GC is introduced as a learning management system with minimal gradebook functionality that automatically saves all files to Google Drive. Teachers are then guided through live steps to set up a class, add teachers, load assignments, share files, and receive assignments on GC.
This document discusses connected learning and how digital tools can be used to meet the NETS-T (National Educational Technology Standards for Teachers) in 5 areas. It provides examples of digital tools that teachers can use to facilitate communication and collaboration among students, provide diverse learning resources and assessments, enhance productivity, promote digital citizenship, and support professional growth through personal learning networks. Key digital tools recommended include Google Docs, Edmodo, Khan Academy, Twitter, and Evernote. The document aims to help teachers integrate new digital tools that align with the NETS-T into their practice.
The document discusses using wikis to promote collaborative learning in schools. It provides examples of how wikis can be used for class group work, research projects, photo essays, and student evaluations. Some potential challenges discussed include access to technology, computer literacy levels, monitoring content, and addressing different literacy levels. However, wikis are said to be engaging for students, provide real audiences for student work, help raise expectations and standards, and allow for creativity.
Launching google classroom in your schoolsiskjonline
This document provides an overview of launching Google Classroom in a school. It discusses what Google Classroom (GC) is and is not, how the presenter launched it at their school, and 31 things teachers can do on GC like sharing resources, creating assignments, discussions, and collecting student work. It also lists 7 excellent online resources for learning more about using GC in education.
Learning and Leading with Emerging TechnologyKaren VItek
This document provides an overview of emerging technologies that can be used for learning and leadership. It discusses social learning theory and the TPACK framework as contexts for integrating technology. Several specific tools are then outlined, including Twitter for sharing updates, Diigo for bookmarking and annotation, Facebook and Edmodo as social platforms, and Pinterest for collecting resources. Blogs, wikis, and content management systems like Moodle and Drupal are presented as ways to create an online leader presence. Google Docs, Prezi, and Poll Everywhere are highlighted as tools for collaborative meetings. The presentation emphasizes guiding students and staff in the proper use of technologies to support learning and change.
Gafe: google apps and classroom integrationBeth Walton
This document provides examples of how to use Google Apps for Education and Google Classroom to organize instruction. Google Classroom allows easy distribution and collection of assignments in Google Docs, Slides, and Sheets. Teachers can create assignments, view student progress, and provide feedback using rubrics. Google Forms facilitates quizzes, surveys and collecting information. Google Docs, Slides, and Calendar support lesson planning, collaboration, and scheduling. Blogger enables student blogging, creativity and social learning. Overall, these Google Apps integrate well with Google Classroom to streamline teaching workflows and enhance learning.
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
Making Connections: Connecting students with authentic audiencesDET
This document discusses connecting students to authentic audiences through project-based learning, wikis, and Twitter. It provides examples of a poetry project wiki and using Twitter to connect a class to the real world. Key takeaways are that having a public audience for student work increases motivation, adding authenticity, and that graduates need instruction in various communication modes. A blend of online and offline environments provides more opportunities for students to find audiences and build professional learning networks.
This presentation was showed during the orientation webinar for the Open Networked Learning autumn 2015; learners and facilitators got together for an introduction of the course.
The recording of the webinar is found at https://opennetworkedlearning.wordpress.com/overview-and-schedule-onl152/
A brief presentation explaining the concepts and processes associated with creating a personalized professional development plan and supporting it through digital connections.
This document provides strategies for managing a classroom with a 1:1 student to device environment. It recommends developing student-centered lessons that focus on learning over content and leave no time for off-task behavior. Suggested management strategies include using proximity, timers, and fostering collaboration to influence positive behavior while modeling appropriate technology use. The document also lists signs that may indicate off-task student behavior and considerations for implementing a successful 1:1 classroom.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
21st Century Learning Conference Mar. 10, 2017Joanna Huang
The document discusses various online tools that can be used for language learning including Moodle, Google Docs, Google Drive, Google+, WordPress, Google Slides, Google Classroom, Wikispaces, and Padlet. These tools allow for teacher-selected materials, student agency, personalized and collaborative learning, discussion forums, sharing work and ideas, and formative assessment. They facilitate global learning opportunities and development of students' learning journeys. The document provides examples of how each tool can be used for language acquisition.
Everyday, my fourth grade students create, revise, and edit assignments and independent projects with Google Drive. They can access all of their work anywhere and share it with anyone at any stage in the process. They write stories and paragraphs with their classmates, and they correspond with parent volunteers through letters and homework comments. I also use Google Drive to create resources for students, teachers, and parents that I share on my digital portfolio.
Google Sites allows students and teachers to create custom web pages for classes, schools, or other groups. Pages can include content from Google Docs, Picasa, YouTube, and other services. Site creation is easy using templates. Access to pages can be shared publicly or privately. Teachers can use Sites to create class pages with handouts and videos, and students can use it to manage assignments, create portfolios, and collaborate with others. For example, a high school global communications class used a Site for a year-long project to collect all project materials in one place.
Twitter is highlighted as the most useful web 2.0 tool for educators to build a personal learning network (PLN) as it allows them to connect with other education professionals, keep up with trends, and access information through multiple devices with minimal time investment. Some successes of building a PLN include communicating with others in the field, collecting educational resources, and understanding how to develop a PLN through professional development. Challenges include feeling comfortable sharing ideas publicly, using Twitter to its full potential taking additional time, and managing the abundance of information. Moodle and online learning are also discussed as enabling self-paced and convenient learning with individual instructor access and paperless organization.
EdTech Team HK Summit, Featuring Google for Education, Sep. 19-20, 2015Joanna Huang
This document provides an overview of Google Apps that can be used for Chinese language teaching and learning. It describes the key features and functions of Google Drive for storing and sharing files, Google Docs for creating and collaborating on documents, Google Slides for presentations, Google Sites for creating websites and wikis, Google Classroom for managing classwork, Google YouTube for watching and sharing videos, Google Community for posting and commenting, Google Photos for images, Google Blogger for blogging, and concludes with a call to brainstorm and create activities using the Google Apps in a hands-on session.
The document discusses ways that teachers and library media specialists (LMS) can collaborate using SUNLINK, Florida's online library resource. It provides several collaboration ideas where the LMS helps teachers and students access materials in SUNLINK to support classroom projects and research. These include orientations on searching for and using print materials, websites, streaming videos, and historical images within SUNLINK. The LMS can also create bibliographies and acquire resources through interlibrary loan.
The document summarizes a student's reflections on a group project completed for their Precalculus class. It outlines the agenda, introduction, pros and cons of the project experience, suggestions for improvement, and conclusion. The project aimed to strengthen language skills and promote collaboration but fell short of its goals due to issues with communication, scheduling, and lack of focus on the intended purpose within the context of the Precalculus course. The student suggests the project may have been more effective with more time dedicated to specific math concepts or if structured as its own separate class.
808. Turning up the HEAT: Higher Order Thinking, Engagement, and Differentiation Through Technology
Do you want to take your digital instruction to the next level? This session will provide you with necessary knowledge and tools to effectively incorporate technology into your classroom. Strengthen your teaching by providing higher order thinking, engagement and differentiation opportunities for your students like never before.
Presenter(s): Michelle Vuncannon, Myra Holloway, Greg Griffin, Faith Mangum, Johnna Skatell
Location: Biltmore
Chris Casal presented options for digitizing and streamlining classroom paperwork. The presentation discussed using Google Apps for Education (GAFE) tools like Drive, Docs, Sheets, Slides, and Forms. It provided examples of how teachers can use GAFE tools like Sheets to track student data and Docs for anecdotal notes. The presentation also reviewed non-GAFE cloud options like Dropbox and Box and standalone iOS apps like GoodReader for file annotation and viewing different file formats. It encouraged teachers to find what works best for their individual workflow and provided Chris Casal's contact information for additional support.
Presentation detailing a few of the iOS alternative to Safari.
Safari isn't a bad browser, and it's the default which can't be changed, but there are plenty of other browsers available to give your iOS device flexibility.
This slide deck was presented live during a SimpleK12 webinar on 8/5/13.
This document discusses using the Remoter app to remotely access and control desktop computers from an iPad. Remoter allows full control of the computer from anywhere on the network, including using SmartBoards while walking around the classroom. It costs $0.99 and is easy to set up by identifying the computer's IP address. Remoter frees teachers from being tied to their desktop and allows interacting with classroom technology from different areas of the room.
The document discusses several social media tools that can be useful for educators, including Twitter, Glogster, and Pinterest. It outlines how the author has used Glogster and Pinterest successfully in the classroom by having students create online posters and organizing inspiration boards. While exploring social bookmarking with Diigo, the author is still experimenting with how best to utilize it. The document also provides brief overviews of Moodle, Twitter, Glogster, Pinterest, Diigo, and Google+ and their educational applications. It concludes that integrating social media can boost student engagement and that educators should continue learning new online resources.
Technology plays an important role in modern education. It allows for more interactive lessons that engage students and makes the learning experience more interesting and rewarding for both students and teachers. A variety of instructional materials are now available through technology, including videos, presentations, and educational software/games. Social media and online tools also provide new ways for students to learn collaboratively and access additional educational resources.
New Technology and Structures for Engaging ClassroomsTrevor Mattea
In this workshop, I provide a brief overview of several forms of classroom technology or other useful structures that can be used again and again to maximize student learning and parent involvement. I pull materials from several of my other presentations to highlight everything from class meetings and critique to digital portfolios and Google Drive. I ask participants to take a one-question survey via Google Forms to determine their priorities and spend the remainder of the time discussing the three most popular items and showing participants how to use them.
Google in education_netherlands_belgium_summitDan Taylor
The document provides information about an upcoming Google in Education Summit taking place on April 13-14 at an unspecified location. The summit will include sessions on Saturday from 9am to 4pm and Sunday from 9am to 2pm, with social events in the evenings. Attendees can gain knowledge relevant to their jobs, network with other educators, try Chromebooks, become certified trainers, and learn about Google education products. The summit is aimed at teachers, lecturers, administrators, and IT staff from both schools and higher education.
With the seemingly countless numbers of digital tools targeted to educators, it can be overwhelming to figure out which tool(s) to use. We will narrow our focus to a handful of simple but effective web 2.0 tools that teachers and students can use to take lessons and projects to the next level. This session will cover tech tools from beginner to advanced and focus on new tools and new ways to use classic tools.
ICT inputs as Learning Resources discusses various digital tools that can be used as educational resources for both teachers and students. These include Facebook groups, blogs, wikis, Twitter, discussion forums, YouTube, LinkedIn, Edmodo, and Academia.edu. Facebook groups allow teachers and students to share information and posts questions. Blogs and wikis enable collaborative work. Twitter can be used to share assignments, resources, and announcements. Discussion forums promote interaction and peer learning. YouTube and TeacherTube provide instructional videos. These digital tools increase access to resources, collaboration, communication, and student engagement when used for educational purposes.
The document discusses TCIS transitioning to a 1 to 1 program where each student will receive a device, outlining the benefits of digital resources, interactive teaching, real-time collaboration, differentiated instruction, and developing digital citizenship. It provides examples of apps that will be used like Google Drive, IXL, and Nearpod and encourages parents to get familiar with these apps and how to help their children sign into Gmail and reinforce responsible technology use.
Establishing a culture to transform the use of technology across the whole co...Jisc
A presentation at Connect More in England (Manchester), 27 June 2019.
Speaker: Steven Hope, head of independent learning, Leeds City College.
Establishing a culture to transform the use of technology across the whole college In this session Steven will draw on his experience from Leeds City College and talk through how to set a vision and strategy that drives technological transformation and creates a culture where experimentation with technology is celebrated.
Steven will also discuss what professional development and CPD strategies look like at Leeds City College and how they have supported the creation of this culture.
The document provides information about an upcoming Google in Education Summit taking place on June 1-2 in Prague, Czech Republic. The summit will include sessions on using Google Apps in education from 9am-4pm on Saturday and 9am-2pm on Sunday, with social events in the evenings. Attendees can gain knowledge relevant to their jobs, network with other educators, try Chromebooks, present sessions, and learn about Google education products and certification. The summit is aimed at teachers, lecturers, administrators, and IT staff from both K-12 schools and higher education.
Google Classroom PD Albertville City Schools elroycleland
Google Classroom is a free web service developed by Google to simplify creating, distributing, and grading paperless assignments. It aims to streamline the sharing of files between teachers and students. The primary purpose is to offer students creative collaboration, instant feedback, a sense of belonging, and a way to contribute to a community. The document discusses how Google Classroom works, provides examples of its benefits for student engagement and teacher organization, and offers advice for getting started with the platform in the classroom.
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
The document summarizes a presentation given at an international conference on contemporary English studies. It discusses how teachers can use information and communication technologies (ICT), like social media applications, to enhance teaching and learning in the 21st century. Specifically, it provides examples of how the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University in India has incorporated tools like Gmail, blogs, WhatsApp and Google+ into its curriculum. Students and teachers have increasingly adopted these technologies, according to surveys. The presentation argues that embracing new technologies, while knowing how to use them positively, can help modernize education and achieve goals like those in India's Digital India initiative.
1. This document provides a summary of the top 10 apps as selected by Courtney Cox and Enoch Williams.
2. The apps include Google Earth, Oregon Trail, YouTube, Canva, Epic, Nearpod, Google Slides, Quizlet, Quizizz, and the National Archives.
3. Each app summary includes how it can be used for feedback, engagement, learning, ease of use, connection to curriculum, appropriate ages, and why it was selected as a top app. The apps cover a wide range of subjects and grade levels.
The document summarizes details about the Google in Education UK Summit taking place on April 27-28, 2013, including that it will be held over two days with evening social events, aims to provide knowledge for various education jobs through 30+ sessions at different experience levels, and encourages attending for networking, trying Chromebooks, presenting, and promoting products or services to forward-thinking educators. Attendees can register at www.uksummit.org/registration for more information.
This document provides a summary of the top 10 apps for education as chosen by Courtney Cox and Enoch Williams. The apps include Google Earth, Oregon Trail, YouTube, Canva, Epic, Nearpod, Google Slides, Quizlet, Quizizz, and the National Archives. For each app, a brief description is given of its educational uses and benefits, how feedback is provided, what subjects it relates to, appropriate grade levels, and why it was chosen as a top app. The apps cover a wide range of subjects and functions including maps, games, videos, design, reading, presentations, studying, and primary sources.
6.12 Burrillville School Committee Presentationwilsonroom318
The class is using 5 Lenovo Chromebooks and 6 NComputing workstations with a classroom Google account setup by the teacher. Each student has their own folder in Google Drive for seamless sharing. The goals are to streamline classroom management between co-teachers, leverage digital content for blended learning and differentiation, and teach digital citizenship and responsibility. Chromebooks are being used for collaborative reading and writing in ELA, flexible small group work and accessing math problems online in Math, and collecting and sharing real-time science data in Science. The teacher aims to increase technology usage across subjects and communication with parents next year.
How Has IT Education Evolved to Support Project Delivery?Sarah LaCroix
The document summarizes how IT education has evolved to support project delivery. It discusses the history of IT programs in Manitoba, focusing on their initial math and programming focus and evolution towards areas like databases, object orientation, and soft skills. It also shares insights from a survey of current students, graduates, educators, and experienced professionals, finding that interpersonal skills are highly valued. While programs now include project management and exposure to different IT areas, course loads are heavy, programs change quickly, and newcomers face challenges. Improving requires understanding from all parties and focusing on compassion.
This document contains information about smart schools and home-based teaching and learning (PdPr) in Malaysia during the pandemic. It lists 5 students and their student IDs. It defines a smart school and PdPr. The objectives of smart schools are to develop students physically, mentally, emotionally and spiritually. The challenges of implementing smart schools in rural Malaysia include poor ICT skills, limited equipment, and passive student attitudes. Ways to handle PdPr include using applications for live classes and assignments, educational TV channels, and social media platforms. The conclusion is that smart schools and technology use for PdPr are good initiatives but parents must monitor children's technology use.
Professional Goal
To contribute to teachers’ understanding of best teaching strategies and integrating technology to develop students’ knowledge in an engaging, collaborative, and high-tech learning environment
Similar to Social Media for School & Community Engagement (20)
This document provides instructions for setting Chrome as the default browser on a Mac. It explains that Chrome integrates well with Google services, facilitates single sign-on, and updates automatically. The steps include clicking "Set Google Chrome as your default browser" when first launching Chrome, or going to Settings > Default Browser and clicking "MAKE DEFAULT" if Chrome is not already set as the default. Following these steps will set Chrome as the default browser to open web links on a Mac.
This document provides instructions for adding photos and videos to Google Drive from an iOS device or computer. It advises uploading photos as individual files rather than embedding them directly into documents. From an iOS device, the Drive app can be used to navigate to a folder, upload photos from the camera roll, and monitor upload progress. On a computer, the new file upload button can be used to select photos from the local device, or photos can be dragged and dropped into a Drive folder for upload. Individual photo and video files are preferred for easy reuse in multiple places.
Student Presentations: Ditch the TriFold and Ignite Passion & CreativityChristopher Casal
This document discusses moving away from traditional tri-fold presentations for student projects and instead embracing more creative and authentic forms of assessment that ignite student passion. It encourages having students tell their stories and share their learning through spoken word presentations, blogs, videos, or other captivating mediums rather than focusing on presentation boards. The goal is to make the student and their learning the focus, not the presentation medium, and allow their original voice to engage and inspire audiences. Examples provided include past projects from a school event called CapCon! that highlighted more authentic forms of student assessment.
Google Chrome: One of the Best Browsers for Educators - 081518Christopher Casal
Chrome is a free, versatile web browser that runs on multiple platforms including Windows, Mac, Linux, iOS, and Android. It allows users to sync their browser experience and tabs across devices when signed into their Google account. The browser also offers a web store with tablet-style apps and seamlessly integrates with Google products and services. As a result, the presenter argues that Chrome is the best browser for educators due to its free cost, ease of use across different operating systems, and tight connection to services commonly used in education like Google Apps for Education.
Chromebook implementation requires careful planning. It is best to start with a small pilot to test the devices on the network infrastructure and see how students and teachers adapt. Schools should understand their network's capabilities and device goals before deploying Chromebooks 1:1. Proper enrollment and management, such as with Google Admin Console or third party tools like Hapara, ensures the devices remain secure and accessible for learning. With the right preparation, Chromebooks can be deployed smoothly and provide students access to Google's education tools.
The document discusses presentation creation options for the iPad, focusing on Keynote, Google Slides, Haiku Deck, and ExplainEverything. It notes that while PowerPoint is absent from the iPad, Keynote and Google Slides are powerful free alternatives. Haiku Deck and ExplainEverything offer additional free and paid options for creating presentations on the iPad, with ExplainEverything offering both free and subscription-based versions. The document concludes that presentation creation options on the iPad are comparable to desktop operating systems and in some cases the iPad enables more powerful drawing capabilities.
The document discusses how to create comic books using Google Slides. It explains that shapes can be layered and colored in Google Drawing to create characters that can then be copied and pasted into slides. Features like arranging layers, coloring areas outside boxes, and adding narration/dialogue boxes allow slides to function like comic panels. Examples of clouds, hills, and signs demonstrate how effects are achieved. The presentation encourages attendees to think creatively and provides resources for comic examples.
The document provides tips and tricks for using Gmail on desktop and mobile. It discusses organizing emails with labels, filters, and settings. Key features covered include composing emails, formatting options, attachments, account settings, and switching between multiple accounts on iOS. The summary is intended to give a high-level overview of the essential information presented in the document.
This document provides tips and tricks for using Google Drive. It discusses the key areas of Drive including My Drive, Shared with Me, organizing files, settings and keyboard shortcuts. The document also covers using Drive on iOS and how to upload, share and organize files on mobile. It encourages organizing Shared with Me files by moving them into your own folders in My Drive.
This document discusses Chrome blocking Flash by default due to security and processing concerns. It provides instructions for allowing Flash on specific sites like Wixie and OneMoreStory. To do so, users control-click a Flash error, go to Settings > Advanced > Content Settings, and add the sites to the "Allow" list to enable Flash for just those sites. The document warns that some sites require the specific URL rather than using a wildcard domain exception.
Stay Connected & Keep Your Privacy with Google Voice - 111817Christopher Casal
Google Voice is a free service that allows users to have a phone number linked to their email account to receive calls and texts, without giving out their personal cell phone number. It will route calls and texts to any phone selected by the user. The service provides call logs, voicemail transcription and settings to customize voicemail and manage contacts. Google Voice provides a way for users to be contacted without giving out their private cell phone number.
Going Google: An Overview of google's Mobile Apps - 102817Christopher Casal
This document provides an overview of Google's mobile apps for iOS devices. It discusses how Google and Apple may compete publicly but their apps work well together. The key apps covered are Drive for creating and editing documents, Sheets and Slides; Chrome for browsing; Google Voice for communication; Google Earth for its mapping features; and Translate for language translation. While Google has many apps, the presenter focuses on Drive, Chrome, Voice, Earth and Translate as their most useful apps. In summary, Google's apps are designed to work well on iOS even though Google and Apple compete, allowing users to benefit from both platforms.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
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.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Social Media:
School & Community
Engagement
NYSCATE 2013
http://goo.gl/b32j1w
Chris Casal
PS 10 - Brooklyn, NY
@mr_casal
2. Introduction
● Chris
○
○
○
○
○
computer teacher
technology coordinator
Google Apps & iPad geek
@mr_casal & @PS10Tech
http://about.me/mrcasal
● PS 10
○
○
○
○
○
K-5 public school
GAFE
iPads for teachers
Technology is a big focus
@PS10Brooklyn
3. Our Two-pronged Approach
● Make technology useful & seamlessly
integrated for staff benefit
○ Google Apps - email, Docs, sites, blogs, etc
○ iPads integrated for mobility & efficiency
● Make technology useful & seamlessly
integrated for student/parent/community
benefit
○
○
○
○
Facebook & Twitter
SchoolMessenger
Google Apps
Skype/Hangouts
4. Teachers
● GAFE better than DOE Outlook
○ more space, custom groups, lists, etc
● Share lessons & curriculum maps via Drive
● Dropbox for other files - those that don’t play
nice with Drive
● “TechHelp”
○ online form to submit requests for in-house computer
assistance
● iMac, MacBook in every room
● Every teacher has an iPad
● All aspects integrated & supported
5. Why does teacher tech matter?
Access, Comfort & Familiarity
● If a teacher doesn’t have a device...
● If a teacher doesn’t isn’t comfortable with
using technology...
● If a teacher hasn’t made an intimate
connection with how best to use it for them...
6. Why does teacher tech matter?
● If teachers aren’t constant, authentic users
of technology, aren’t engaged themselves,
technology & social media will never work to
engage others...
7. Why does teacher tech matter?
Teachers are the social
media ambassadors of the
school community
8. Community
● Website
○ ps10.org
■ collaborative between PTA & staff
■ staff directory of email & class sites
■ Calendar, event notices, pictures
● Twitter
○ @PS10Brooklyn
● Facebook
○ PS 10 Brooklyn
9. Social Media
● Big push
● Many staff members active
○ https://twitter.com/PS10Brooklyn/lists/staff
● Hashtags
○ #ps10bk - general
○ #ps10sw - student work
○ #ps10st - student tweets
● TagBoards
○
○
○
○
http://tagboard.com/ps10bk
http://tagboard.com/ps10sw
http://tagboard.com/ps10st
Parents use hashtags during school-wide events
10. Why Twitter?
● Twitter was new to all
○ sometimes it’s easier to teach a new thing than a
familiar thing a new way
● Easy to keep “personal” and “professional”
separate
○ no one had a personal account
● It’s a quick, easy to use broadcast platform
not requiring viewers to have an account
14. Our City Councilman tweeting appreciation for our PTA the full community, beyond just the “school community”
15. The Paperwork
● Boilerplate NYCDOE “photo consent form”
○ start-of-year packet
○ covers a wide variety of media type & use
● Classroom teachers know parent comfort
● Clusters are informed
○ master list readily available
You don’t need to show faces to show
successes & engage families
16. Tying the two together
● Make technology natural, meaningful, and
impactful for teachers & they’ll use it
● Class web pages, blogs & twitter feeds
easily meet Common Core & NYS Teacher
Evaluation standards - all considered “social
media”
● Engage parents through technology & limit
the “I didn’t know” moments
17. Looking forward...
● Skype & Google Hangouts
○ virtual field trips & author visits
● Google Hangouts
○ PTA meetings, Curriculum Nights
● Independent Student blogs/digital portfolios
● Pushing the envelope & always trying new
things...
18. Roadmap for Social media...
● Pick a platform
● Build a framework
○ be flexible & adventurous
● Let teachers be your ambassadors
○ trust
● Support & encourage engagement
Communications & community are built, most
solidly, when the methods are natural &
useful...