This document discusses using social media tools like blogs, wikis, Twitter, Facebook, and email for teaching mathematics. It provides examples of how each tool can be used, such as using blogs for explanations of concepts, embedding class materials, and practice problems. Wikis are suggested for problem solving, real world math problems, and collaborating with other schools. Twitter is best for announcements while Facebook groups allow students to post on a class page. Email can include math notation if tools like MathType are used. Overall, the document introduces social media options and strategies for incorporating math into these tools to engage students.
The document describes the author's experience using Twitter as a pre-service teacher and how they found it impractical at times but useful at other times. At first, the author had high expectations that Twitter would provide helpful resources from educators and organizations. However, most of what the author saw in their feed were hard to understand retweets. Following other pre-service teachers also did not provide much useful information beyond the course assignment. The author began to question Twitter's effectiveness until they started following the Alberta Teachers' Association, which posted many valuable resources. The author then became more active on Twitter by sharing these resources and saw how the platform could support professional development when used strategically.
Synthesis Project about Mobile LearningWendY111222
This document summarizes the author's learning preferences and experiences using mobile technologies for learning. The author prefers reflective, sensing, visual, and sequential learning styles. MP3 players helped the author learn by allowing repeated listening to lectures. Microblogs also helped by facilitating communication with others. The author was most interested in using microblogs for learning and plans to continue using microblogs and an iPad for future classes, work, and activities outside of school.
This document discusses using social media and other technologies to teach mathematics. It introduces blogs, wikis, Twitter, Facebook and email as potential tools and provides examples of how each could be used. Specific recommendations include using WordPress for blogging and Zoho Wiki for collaboration. The document also discusses how to include mathematical notation in various applications and websites using MathType.
This document discusses the advantages and tips for using social media platforms like Facebook and Twitter in ESL classrooms. It provides examples of how teachers can use these tools to create groups and pages for classes, share multimedia content, post announcements and class notes, and engage students in collaborative activities outside of class time. Potential benefits highlighted include an inviting atmosphere for students, informal communication that promotes participation, and opportunities for increased collaboration and engagement with course content. The document also addresses potential disadvantages like time consumption and focuses on addressing privacy and professionalism when using social media with students.
The document discusses the use of Twitter for educational purposes through a tweetchat called #SHUeventschat. It was started by David Strafford to encourage active learning outside the classroom. A survey of 116 students found that while most were aware of the tweetchat, only 5% actively engaged with it. However, over 25% enjoyed reading the posts later. Positive feedback included that it facilitated learning in an informal way and helped with assignments. Negative feedback included that some students were worried about lecturers following their private Twitter accounts or did not want university staff to see non-academic posts.
1. The document discusses how teachers are increasingly using social media like Facebook and Twitter to communicate with parents in a more current and convenient way.
2. It provides an overview of the most popular social media platforms for parent communication, including blogs, Facebook, Twitter, and Pinterest. For each platform, it describes how teachers can use it to share classroom updates, photos, assignments, and events with parents.
3. The document emphasizes maintaining a professional online presence when communicating with parents and being aware of school policies regarding social media and privacy. The goal is to engage parents and keep them informed about their child's learning and activities.
The document describes the author's experience using Twitter as a pre-service teacher and how they found it impractical at times but useful at other times. At first, the author had high expectations that Twitter would provide helpful resources from educators and organizations. However, most of what the author saw in their feed were hard to understand retweets. Following other pre-service teachers also did not provide much useful information beyond the course assignment. The author began to question Twitter's effectiveness until they started following the Alberta Teachers' Association, which posted many valuable resources. The author then became more active on Twitter by sharing these resources and saw how the platform could support professional development when used strategically.
Synthesis Project about Mobile LearningWendY111222
This document summarizes the author's learning preferences and experiences using mobile technologies for learning. The author prefers reflective, sensing, visual, and sequential learning styles. MP3 players helped the author learn by allowing repeated listening to lectures. Microblogs also helped by facilitating communication with others. The author was most interested in using microblogs for learning and plans to continue using microblogs and an iPad for future classes, work, and activities outside of school.
This document discusses using social media and other technologies to teach mathematics. It introduces blogs, wikis, Twitter, Facebook and email as potential tools and provides examples of how each could be used. Specific recommendations include using WordPress for blogging and Zoho Wiki for collaboration. The document also discusses how to include mathematical notation in various applications and websites using MathType.
This document discusses the advantages and tips for using social media platforms like Facebook and Twitter in ESL classrooms. It provides examples of how teachers can use these tools to create groups and pages for classes, share multimedia content, post announcements and class notes, and engage students in collaborative activities outside of class time. Potential benefits highlighted include an inviting atmosphere for students, informal communication that promotes participation, and opportunities for increased collaboration and engagement with course content. The document also addresses potential disadvantages like time consumption and focuses on addressing privacy and professionalism when using social media with students.
The document discusses the use of Twitter for educational purposes through a tweetchat called #SHUeventschat. It was started by David Strafford to encourage active learning outside the classroom. A survey of 116 students found that while most were aware of the tweetchat, only 5% actively engaged with it. However, over 25% enjoyed reading the posts later. Positive feedback included that it facilitated learning in an informal way and helped with assignments. Negative feedback included that some students were worried about lecturers following their private Twitter accounts or did not want university staff to see non-academic posts.
1. The document discusses how teachers are increasingly using social media like Facebook and Twitter to communicate with parents in a more current and convenient way.
2. It provides an overview of the most popular social media platforms for parent communication, including blogs, Facebook, Twitter, and Pinterest. For each platform, it describes how teachers can use it to share classroom updates, photos, assignments, and events with parents.
3. The document emphasizes maintaining a professional online presence when communicating with parents and being aware of school policies regarding social media and privacy. The goal is to engage parents and keep them informed about their child's learning and activities.
The document summarizes Amanda Trac's experience in an online mobile/personal learning class. It describes her learning preferences as a sensual and verbal learner. It discusses the learning pathway and activities that helped her learn, including quizzes, predictions, and discussion questions. It highlights three mobile technologies she found most useful - iPods for studying, microblogs for current information, and multimedia for marketing lessons. It concludes by discussing how she will continue using reflection, sensing, and multimedia strategies and technologies in her work and studies going forward.
Social media to support teaching and learningAcademic Mania
Social media is the mean of social interaction through different techniques and ways. It is the best way of communication between people because everyone has the right and freedom to speak and share anything. Social media includes face book, twitter, my space etc. In simple words it can be said as the network of social sites where people can share their views or anything they want to. Social media includes social networking websites, blogs, video and photo sharing sites like you tube and flicker, user reviews for instance Amazon.com and many more such websites. It creates an environment in which everyone can contribute in the communication it is the best way of exchanging information among people. It creates a virtual framework which enables the people to setup a forum or platform to share information of common interest. . It is available for the whole public and not restricted to few people. It is accessible by the whole public and targets the interest of whole world i.e. every field is touched. It’s a decentralized platform and multi topics are discussed in it. There is even no hierarchy in it. It’s not like the industrial media in which once information has been broad casted cannot be changed. In social media any information can be changed and altered at any time and by anyone with even little knowledge. As anyone can edit this information so it’s not that much authenticated and reliable information as you can get from some industrial media.
This document summarizes Jennifer Floyd's presentation on using web-based tools to support literacy instruction and parent involvement. The presentation introduces tools like wikis, blogs, Twitter, Google Drive and Survey Monkey that can be used in the classroom to engage students, foster collaboration, and communicate with parents. It provides examples of how each tool can be implemented, such as creating class wikis to share materials or using blogs for students to discuss their reading. Tips are also included on getting started with different tools and ensuring appropriate usage.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
The document summarizes key findings from research on social media usage and trends from Wave 6 of the study. Some of the main points covered include:
1) Growth in social networking has slowed in many countries, though time spent on social networks continues to increase.
2) Blogging and microblogging usage is declining or stabilizing in several markets after past growth, though microblogging continues to rise globally.
3) Younger audiences in particular are spending as much time on social networks as traditional media like television.
4) While profile creation on social networks is plateauing, active profile management continues to increase globally.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It aims to efficiently convey key information in a brief format. The presentation and additional references on the BLAST format can be found at blast.emcrit.org.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It was created by Scott Weingart MD, FACEP to share information quickly in an engaging way through brief but impactful slides and references for further reading.
The document describes suggestopedia, an educational method developed in the 1970s involving positive reinforcement, emotional meaning, assimilation before analysis, relaxation, and the use of music. It involves a cycle including a prelude by the teacher, a concert reading by the teacher while playing classical music, decoding through stories and games, activation through more games and relaxation with opera music. The goal is to create a comfortable and relaxed environment to maximize learning and allow for mistakes.
The document discusses using social media monitoring and analysis to provide business value and calculate return on investment (ROI). It outlines common misconceptions around ROI calculation and provides case studies of companies that have successfully used social media insights. The case studies demonstrate how insights informed marketing campaigns, new product development, competitive evaluation, and messaging strategies. Calculating ROI involves determining costs of the social media program and quantifying related benefits in terms of increased sales, cost savings, market expansion, and other metrics. The document advocates setting up a formal social media monitoring program to continuously analyze insights and inform business decisions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform readers about common file extensions and help them better understand different file formats.
This document provides instructions for using the manual for a Samsung mobile device. It describes the layout of the manual, how to navigate it, and icons used. Safety instructions and legal information are also covered. The manual is intended to guide users through the functions and features of their Samsung device.
This document tests the compatibility of document formatting and elements across different word processing applications. It contains various formatting styles, layouts, and elements like headings, bullets, tables, images, and drawings. The document is originally created in Microsoft Word 2007 in DOCX format. When opened in other applications, it checks if the original styles, layouts, and elements are preserved or changed/lost in formatting and display. The document acts as a prototype to see how well different applications maintain compatibility when opening a file created in another application.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and help them understand what types of files have certain extensions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and their meanings.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open those file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open those file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and help them understand what types of files have certain extensions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
The document summarizes Amanda Trac's experience in an online mobile/personal learning class. It describes her learning preferences as a sensual and verbal learner. It discusses the learning pathway and activities that helped her learn, including quizzes, predictions, and discussion questions. It highlights three mobile technologies she found most useful - iPods for studying, microblogs for current information, and multimedia for marketing lessons. It concludes by discussing how she will continue using reflection, sensing, and multimedia strategies and technologies in her work and studies going forward.
Social media to support teaching and learningAcademic Mania
Social media is the mean of social interaction through different techniques and ways. It is the best way of communication between people because everyone has the right and freedom to speak and share anything. Social media includes face book, twitter, my space etc. In simple words it can be said as the network of social sites where people can share their views or anything they want to. Social media includes social networking websites, blogs, video and photo sharing sites like you tube and flicker, user reviews for instance Amazon.com and many more such websites. It creates an environment in which everyone can contribute in the communication it is the best way of exchanging information among people. It creates a virtual framework which enables the people to setup a forum or platform to share information of common interest. . It is available for the whole public and not restricted to few people. It is accessible by the whole public and targets the interest of whole world i.e. every field is touched. It’s a decentralized platform and multi topics are discussed in it. There is even no hierarchy in it. It’s not like the industrial media in which once information has been broad casted cannot be changed. In social media any information can be changed and altered at any time and by anyone with even little knowledge. As anyone can edit this information so it’s not that much authenticated and reliable information as you can get from some industrial media.
This document summarizes Jennifer Floyd's presentation on using web-based tools to support literacy instruction and parent involvement. The presentation introduces tools like wikis, blogs, Twitter, Google Drive and Survey Monkey that can be used in the classroom to engage students, foster collaboration, and communicate with parents. It provides examples of how each tool can be implemented, such as creating class wikis to share materials or using blogs for students to discuss their reading. Tips are also included on getting started with different tools and ensuring appropriate usage.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
The document summarizes key findings from research on social media usage and trends from Wave 6 of the study. Some of the main points covered include:
1) Growth in social networking has slowed in many countries, though time spent on social networks continues to increase.
2) Blogging and microblogging usage is declining or stabilizing in several markets after past growth, though microblogging continues to rise globally.
3) Younger audiences in particular are spending as much time on social networks as traditional media like television.
4) While profile creation on social networks is plateauing, active profile management continues to increase globally.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It aims to efficiently convey key information in a brief format. The presentation and additional references on the BLAST format can be found at blast.emcrit.org.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It was created by Scott Weingart MD, FACEP to share information quickly in an engaging way through brief but impactful slides and references for further reading.
The document describes suggestopedia, an educational method developed in the 1970s involving positive reinforcement, emotional meaning, assimilation before analysis, relaxation, and the use of music. It involves a cycle including a prelude by the teacher, a concert reading by the teacher while playing classical music, decoding through stories and games, activation through more games and relaxation with opera music. The goal is to create a comfortable and relaxed environment to maximize learning and allow for mistakes.
The document discusses using social media monitoring and analysis to provide business value and calculate return on investment (ROI). It outlines common misconceptions around ROI calculation and provides case studies of companies that have successfully used social media insights. The case studies demonstrate how insights informed marketing campaigns, new product development, competitive evaluation, and messaging strategies. Calculating ROI involves determining costs of the social media program and quantifying related benefits in terms of increased sales, cost savings, market expansion, and other metrics. The document advocates setting up a formal social media monitoring program to continuously analyze insights and inform business decisions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform readers about common file extensions and help them better understand different file formats.
This document provides instructions for using the manual for a Samsung mobile device. It describes the layout of the manual, how to navigate it, and icons used. Safety instructions and legal information are also covered. The manual is intended to guide users through the functions and features of their Samsung device.
This document tests the compatibility of document formatting and elements across different word processing applications. It contains various formatting styles, layouts, and elements like headings, bullets, tables, images, and drawings. The document is originally created in Microsoft Word 2007 in DOCX format. When opened in other applications, it checks if the original styles, layouts, and elements are preserved or changed/lost in formatting and display. The document acts as a prototype to see how well different applications maintain compatibility when opening a file created in another application.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and help them understand what types of files have certain extensions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and their meanings.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open those file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open those file types.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to inform users about common file extensions and help them understand what types of files have certain extensions.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document tests the compatibility of opening a Word document created with formatting and elements like headings, images, tables, etc. in other applications on different devices. It contains text formatted with styles, colors, fonts and embedded images, tables, and a drawing to check if the formatting and elements remain intact when opened in other applications like Pages, Excel, or Numbers. The document also tests if a table of contents and page numbers generated in Word carry over when the file is opened in other apps.
This document welcomes the reader to the File Extension FYI Center. It provides information about file extensions and their associated file types. The File Extension FYI Center aims to be a helpful resource for understanding different file extensions and what programs can open certain file types.
This document provides instructions for creating a PDF file from a Microsoft Word document using Adobe Acrobat. It describes three exercises: 1) Using PDFMaker within Word to convert the document to a PDF, 2) Using the Print command and selecting Adobe PDF as the printer, and 3) Combining multiple existing PDF files into a single document. The steps provided guide the user through setting conversion settings in PDFMaker or the Print dialog box, and then converting or combining the files to create a PDF.
This very short document contains 3 brief statements with no clear connection. It opens with the greeting "hello" and then states "This is cool" followed by "Last slide" with no other context or details provided.
The document provides an overview of how a university career services office uses social media to engage students. It discusses the benefits of using various social media platforms like Facebook, Twitter, Instagram, LinkedIn and blogs to connect with students, share opportunities, and increase brand awareness. Tips are provided on best practices for each channel as well as ideas to encourage student participation and manage multiple accounts. Risks of social media are also addressed.
This document provides an overview of how social media such as blogs, wikis, Twitter, Facebook, and email can be used as teaching tools for mathematics. It discusses each tool, highlighting strategies for using them in math classes, such as setting up a class blog to explain concepts, using a wiki for collaboration, and creating a private Facebook group for students to discuss problems. The document also provides tips on including mathematical notation in these tools, such as using MathType software.
Social media can be an effective tool for student recruitment by connecting with prospective students in an organic way and showing them what the student experience is really like. Key platforms include Facebook, Twitter, Instagram and LinkedIn. It's important to post engaging and relevant content regularly without coming across as overly promotional. Departments should develop their own social media strategy through trial and error. Monitoring discussions on forums like The Student Room can also provide insights. Special consideration is needed for recruiting students from China, where platforms like Sina Weibo are more commonly used.
Coordinating Multiple Social Media PlatformsJeffrey Levy
This document provides guidance on choosing and coordinating multiple social media channels for communications campaigns. It outlines developing a mission, understanding the audience and goals, choosing appropriate tools, analyzing metrics, and continually improving efforts over time. Key aspects covered include creating a social media posting plan that identifies who will create and post content, what messages and channels will be used, when posts will occur, and addressing legal/policy considerations for government use of social media. The overall message is to start simply, learn from initial efforts, and gradually expand social media use in a strategic manner.
Changing Your Outlook on Utilizing Social Media in Career Services - Summer 2016St. Edward's University
The document discusses how career services at St. Edward's University uses social media to engage students. It provides an overview of the university and career services office. It then outlines how various social media platforms like Facebook, Twitter, LinkedIn, Instagram, and Snapchat can be used to learn about audiences, share content, engage students in events and conversations, and increase brand awareness. Tips are provided for each platform around posting times, hashtags, and analytics. The presentation concludes by emphasizing the importance of having an online presence and engaging students through social media.
The document discusses learning objectives related to identifying different types of interactive media, creating an essay on social media use, and participating in a group activity. It then provides information on various types of interactive media like websites and video games. Social media is defined and prominent platforms like Facebook, Twitter, and YouTube are described. Instant messaging is also covered, identifying popular programs and their features. Finally, various ways social media can be used in educational settings are listed, such as having students create character pages or following experts in their field of study.
Created for the Consortium for Entrepreneurial Education
Learn the 4 Steps to Social Media Success
Learn from examples from Twitter, Facebook, Linkedin, Pinterest and Blogs
Learn from case study about how Microsoft used Pinterest to launch a new product
Additional resouces included: Social Media Planning Guide, Create your social media guidelines forms, blog content ideas and more.
Tap into the power of social media to increase professional effectiveness, student engagement and parent participation! K-12 educators and leaders, learn how to integrate Twitter, Facebook, Pinterest, Edublogs, Google Hangout and more into your everyday repertoire.
Sponsored by McGraw Hill Education & VolunteerSpot. Check out the great roundup of Social Media 4 Edu Resource Links at http://Vols.pt/SM4Edu
Slides from a lecture on social media applied to University career centers. Subjects: Why Social Media? | Strategy elements | What can we do with social media? | Potential problems | Focus: Facebook and LinkedIn
The document summarizes a social media concierge project for a college marketing program. It describes setting up accounts on Pinterest, Twitter, and Facebook to share course information with students. Pinterest boards were organized by course, and some content was shared across platforms using hashtags. However, engagement and content creation were inconsistent across team members and platforms. Critiques noted the Pinterest organization but that Twitter and Facebook could have been used more effectively through discussions and curating content. The conclusion states that while the platforms provided value, they were not fully utilized to engage students or provide a thorough set of resources.
This document discusses using social media for admissions purposes. It covers why schools should use social media by reviewing usage trends of platforms like Pinterest, Google+, Tumblr, and Instagram. It discusses what content schools should share, focusing on visual stories and sources from faculty, students, and alumni. It explores the different audiences of prospective students, current families, and alumni. Finally, it provides tips on how to get started on each major platform and integrate social media into a school's website.
This document discusses using social media to support tutor and student development in adult literacy. It provides an overview of various social media platforms and how they can be used, including:
- Tutors creating personal learning networks on Twitter, blogs, Google+, and participating in online discussions
- Students using Facebook, blogs, VoiceThread and other platforms to practice literacy skills and for classwork and assessments.
- Specific strategies are provided for using each platform, such as setting up private Facebook groups or blogs for student work.
From Peter Rondy, social media intern with WVU Department of Communication Studies:
"My poster presents the four platforms that I worked with this semester; the department website, Facebook, Pinterest, and Twitter. I arranged the four platforms into a Venn diagram to show how all my work overlapped, connected, and built upon each other. In order to create a positive social media presence I needed to use all four of these platforms effectively. The Venn diagram shows how each platform linked to each other and ultimately centered around the department website, because that was the center stone of all my work. When all is said and done, the Department of Communication Studies is a educational community dedicated to excellence in teaching, research, and service. I dedicated each platform to a tier of social media to show how each platform contributed to creating conversation about WVU’s Department of Communication Studies. These tiers connect, overlap, and build upon each much like a Venn diagram. Each platform is assigned to a tier.
Social Media for Professional DevelopmentGene Begin
Social media is widely known for its involvement in connecting people and their personal lives, but the majority of social networks and digital media platforms can be used as professional development tools. This session designed specifically for Babson staff was intended to give a basic overview of these tools, how to use them for personal development and how to use them in connecting with students in one's role.
7 Ways to get 1000 Facebook Fans Without Using AdsDavid Simons
This document provides information about a course to help grow a Facebook page to 1,000 fans within 60 days. The course is taught by an expert with over 7 years of experience in social media marketing, and will include step-by-step videos and tutorials. Students will learn strategies for posting consistently, engaging fans, using tools like Buffer and Hootsuite, and building their fan base through Facebook ads, groups, events and more. The course is regularly updated and includes a private community and monthly webinars for ongoing support.
This document provides guidance on leveraging Facebook and Twitter for small businesses. It begins by citing statistics that show the widespread use of social networks like Facebook and Twitter. It then discusses how social media provides new pathways for marketers to reach customers through timeless, searchable, interactive, and conversational content. The document outlines basic rules for using Twitter and Facebook, such as tweet length limits and the difference between personal profiles and business pages. It provides objectives and tactics for growing followers and engagement on both platforms, such as following others and consistently posting multimedia content. Finally, it discusses maintaining active sites, promoting your pages, and advertising options on Facebook and Twitter.
The document outlines a lesson plan that introduces students to different types of graphs. It includes:
- Students watching introductory videos on graphs to provide a common foundation of knowledge.
- Distinguishing the three most common types of graphs in elementary school through videos, creating online portfolios, and setting up class social media accounts for communication and group work.
- Using iPads, computers, and a smart board for the videos, online portfolios, and social media components.
The document outlines a lesson plan that introduces students to different types of graphs. It includes:
- Students watching introductory videos on graphs to provide a common foundation of knowledge.
- Distinguishing the three most common types of graphs in elementary school through videos, creating online portfolios, and setting up class social media accounts for collaboration.
- Using iPads, computers, and a smart board for the videos, digital portfolios, and social media components.
The document provides tips and suggestions for creating effective presentation slides, including:
- Using few words on each slide and letting pictures convey information
- Avoiding distracting backgrounds and fonts that are hard to read
- Explaining any graphics or animations used
- Practicing the presentation to avoid filler words and ensure proper timing
It also warns against common pitfalls like reading the slides verbatim, having too much text on slides, or flipping between slides without explanation.
The document provides an overview of the Document Object Model (DOM) and how JavaScript can be used to manipulate the DOM. It discusses how the DOM used to be browser-specific but is now a standard that can be manipulated by various languages. It provides examples of DOM tree structure, referencing DOM objects by ID, and manipulating DOM properties like innerHTML and visibility. The document is intended as a tutorial for learning the DOM and JavaScript DOM manipulation.
This document is the preface to a mathematics textbook for 10th standard students in Tamil Nadu, India. It outlines the goals of revising the textbook to implement a uniform curriculum across all school streams and improve mathematics education. It emphasizes that mathematics is essential for science, technology, and individual growth. The preface notes that the textbook aims to help students grasp fundamentals and apply them to problem solving. It also stresses the importance of the teacher's role in guiding students and making learning learner-centered. The textbook contents are arranged logically with examples to provide practice for thorough understanding.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It aims to efficiently convey key information in a brief format. The presentation and additional references on the BLAST format can be found at blast.emcrit.org.
This collection of fairy tales promises to transport readers to fantastical worlds full of old-world charm and mysticism. It includes many free tales for kids, with pictures, from KidsGen which aims to be a top site for new age children. The stories are meant to allow readers to lose themselves in far away fantasies and feel nostalgia.
A queen was told by a fairy that her daughter would bring her woe, so she attached a hawthorn branch to the newborn princess's head, turning her into a monkey. The monkey was raised by the queen's nephew but later captured by monkey king Magot who wanted to marry her. She refused and fled, transforming back into a princess after opening a magic chest. She fell in love with her cousin, but was imprisoned by the fairy. He rescued her and they married, reconciling their kingdoms.
This document provides an overview of commonly used features in PowerPoint. It demonstrates how to add and format slides, apply themes, vary text formatting, insert images from clipart or files, add animated and timed text, apply slide transitions and sounds, use shapes and diagrams, embed videos, add action buttons for navigation, and link to web content and email addresses. The goal is to serve as both a user guide and example presentation to learn PowerPoint features.
The document provides an overview of reporting and analytics capabilities in Sprinklr. It describes navigating between standard dashboards, setting filters and date ranges, and customizing dashboards. Standard dashboards track metrics like campaigns, social engagement, inbound/outbound tags, and service level agreements. Custom dashboards can be created and shared with other users. The document contains step-by-step instructions for using various reporting features in Sprinklr.
This collection of fairy tales promises to transport readers to fantastical worlds with old-world charm and mysticism. It includes many free tales for kids, with pictures, from KidsGen which aims to be a top site for new age kids to enjoy stories and lose themselves in far away fantasies or feel nostalgia.
This document contains a collection of mathematical puzzles posed by the famous Indian mathematician Shakuntala Devi. It includes 26 puzzles of varying difficulty levels that involve topics like ratios, proportions, averages, time calculations, and logical reasoning. The goal is to sharpen readers' intellectual faculties by challenging them to work through the puzzles to find the solutions. Shakuntala Devi was known as a "human computer" for her incredible calculating abilities and authored several books on mathematics.
A queen was told by a fairy that her daughter would bring her woe, so she attached a hawthorn branch to the newborn princess's head, turning her into a monkey. The monkey was raised by the queen's nephew but later captured by monkey king Magot who wanted to marry her. She refused and fled, transforming back into a princess after opening a magic chest. She fell in love with her cousin, but was imprisoned by the fairy. He rescued her and they married, reconciling their kingdoms.
Graffiti refers to writings or drawings created illicitly on walls or other surfaces in public places. Graffiti has existed since ancient times but modern graffiti most commonly uses spray paint and markers. While graffiti was historically found in ancient Egypt, Greece, and Rome, today creating graffiti without property owner consent is generally considered defacement or vandalism, punishable by law.
Graffiti refers to writings or drawings created illicitly on walls or other surfaces. Graffiti has existed since ancient times but modern graffiti most commonly uses spray paint or markers. While graffiti was a common form of expression historically, today most countries consider unauthorized graffiti on private property to be vandalism and defacement, which is punishable by law.
BLAST is a novel presentation format that encourages rapid knowledge transfer through short slides of 8 words or less to avoid "death by powerpoint". It aims to efficiently convey key information in a brief format. The presentation and additional references on the BLAST format can be found at blast.emcrit.org.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
This document provides an introduction to HTML basics. It covers using HTML tags to structure a web page with headings, paragraphs, and other text elements. It explains how to add images, tables, colors and hyperlinks to an HTML page. The document also discusses HTML tags, elements, attributes and entities. It encourages using logical tags over physical tags and style sheets for formatting. It includes examples and instructions for creating a basic HTML page using a text editor and viewing it in a browser.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
1.
Facebook, Twitter,
and Other Social
Media—Teaching
Tools? Really?
Presented by: Bob Mathews
Director of Training
Design Science, Inc.
E‐mail: bobm@dessci.com
Twitter: @afwings
@MathType
2.
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3.
page 3
Technology…
Technology can be a great way to enhance or augment your lesson, but it’s not a substitute for you. The
point to this session is that you can reach many students electronically simply because you have their
attention. Many of them will get involved writing for the class blog, or answering homework questions, that
wouldn’t otherwise spend much time on math outside of class.
“When will we ever have to use this?”
Surely your students never ask you this. Of course they do, and you may get tired of hearing it, but it’s a
valid question. The question is just as valid for the topic of this session. You can also ask yourself “Why does
it matter to my students?”
Whatever the answers to those questions, you don’t want your message to look or sound like Charlie
Brown’s teacher. That’s what some people hear when we start using words like “summation”, “square
root”, “variance”, “future value”, “standard deviation”, etc. “We all use math every day” is a slogan made
popular by a television show, but it’s fairly accurate. Since we all use math, it’s not that great of a leap to
hone the skill of communicating math.
What is Social Media?
Wikipedia gives a fairly complicated definition of social media, but for our purposes, consider that social
implies two‐way interaction, so included in social media is any medium of communication that allows
interaction. Television, for example, would not be considered social media, but a homework help forum on
the internet would be.
Social media are also examples of Web 2.0. Like social media, Web 2.0 apps all have some sort of
interaction capability between participants.
Why is Web 2.0 important to me as a math teacher?
For the simple reason that it’s important to your students. Since most of them adapt to it very readily, and
like to interact with their friends this way, many teachers are seeing a great deal of success by using these
means of communicating with their students.
We’ll be looking at…
…these forms of social media, with the thought “How can I use this in teaching math?”
• Blogs
• Wikis
• Twitter
• Facebook
• Email
4.
page 4
Blogs
The word blog is taken from the words web log, but is more than a simple diary hosted on the internet.
There are dozens of blog hosts to choose from, but for ease of use, features, & adaptability to use by math
teachers, I recommend wordpress.com (see Appendix 1, page 8).
Uses for a blog
• “scribe blogging”
• explanation of concepts
• embed PowerPoint or other slides & notes from class
• announcements
• practice problems
We’ll see how to get math into a blog in a later section.
Wikis
A wiki is more of a “total website” than a blog is, though either can be used in place of a typical class
website. Wikis are more adaptable to class collaboration because they’re designed precisely for
collaboration. You’re probably familiar with Wikipedia, and the fact that anyone can sign in to Wikipedia
and edit a page. Of course, such edits are very closely monitored by other editors, so things like incorrect
information, blatant commercial advertising, etc. are removed nearly immediately.
Like blogs, there are numerous wiki hosts from which to choose; I recommend Zoho: wiki.zoho.com.
Strategies for using a wiki in mathematics teaching:
(from the article Using Wikis in Math Classes – see Appendix 1 for URL of article)
• Problem solving
• “Real world math”
• Problems of the week
• Glossary of mathematical terms
• Collaborate with other schools
• Visual arts
• Case studies
Twitter
Originally intended for people to post answers to the question “What am I doing” in 140 characters or less,
but has evolved into much more than that. Not the best tool for math updates because it’s difficult to use
mathematical notation. It is useful for announcements to students, especially if you use hashtags (e.g.,
#ACHS, #NCTMDEN10, etc.). Hashtags begin with the # symbol and are useful for returning targeted results
from a search. “Short URL” services, such as bit.ly help keep to the 140‐character limit by shortening URLs
to 20 characters or less.
For a good, brief video introduction to Twitter (2½ minutes), check out Common Craft:
http://www.commoncraft.com/twitter
6.
page 6
Getting math into Web 2.0 apps and other websites
Many software and Web 2.0 apps already have a translator in MathType 6.7. Here’s a list:
ANGEL Learning
Art of Problem Solving Forum
ATutor (Mac only)
Blackboard
Cobocards
Collaborize (Mac only)
CourseSites (Mac only)
Cramberry
Desire2Learn (Mac only)
DigitalChalk
ed2go (Mac only)
Edoboard
EDU 2.0
Edublogs
EduSite (Mac only)
eTouch SamePage (Mac only)
Eudora (Mac only)
Evernote
FreeWebClass (Mac only)
Gmail
Google Docs (old editor)
Google Groups (Mac only)
Google Sites (Mac only)
Hotmail
JoomlaLMS
LearnCentral (Mac only)
LearnHub
LiveText (Mac only)
Kidblog.org
Knotebooks
MangoSpring
Maple
Math2.org
Math Help Forum
Mathematica
MoboMath
Moodle: TeX filter
Ning
Nuvvo
Outlook
Outlook Express
PBworks
Physics Forum
Physics Help Forum
ProProfs
Purplemath Forums
Quia Web
Schoology (Mac only)
SchoolFusion
Scribblar
Simplebooklet.com (Mac only)
Spruz
S.O.S. Mathematics Cyberboard
Springnote
Springpad
Teachbook
Texify
Thunderbird
TOPYX (Mac only)
we+
WebAssign
Wikia
Wikibooks
Wikidot
Wikipedia
Wikispaces
Windows Mail
Wolfram|Alpha
WordPress
Yahoo Mail
Zoho Writer
For the apps that don’t have a translator, there are a couple things to try:
• For software applications and websites that have LaTeX built in, the first thing to do is determine
the type of “delimiters” it uses. Some apps enclose the math in tags like [tex]…[/tex], and others
use more standard delimiters like $...$ or […]. You may be able to find a suitable translator in the
“Equation for application or website” group of MathType’s Cut and Copy Preferences dialog, but if
not, you can probably be successful by typing the delimiters manually and using the Zoho Writer
translator, which doesn’t use any delimiters.
• Some Web 2.0 apps (like Zoho Writer and the old Google Docs) have their own equation editor. In
many cases (like these 2), you can choose a translator from MathType and paste your equation
directly into the editor. Most of the time their editor is simple enough, but using MathType keeps
you from having to learn another editor or from having to learn LaTeX.
• For apps that don’t have any math capability at all (LaTeX or otherwise), the best thing to try is the
Google Docs translator, and either copy & paste or drag & drop the equation from MathType.
7.
page 7
Appendix
1. Free Web 2.0 Apps/Sites I Recommend (page 8)
2. Example sites I used during the presentation (page 9)
3. MathType quick reference
• Setting fonts & sizes (page 10)
• Keyboard shortcuts (page 13)
• “What else can I do with MathType that I can’t do with Equation Editor?” (page 15)
8. #These have math capabilities. **Really good
page 8
Free Web 2.0 Apps/Sites I Recommend
Perfect for math/science teachers
#Wolfram|Alpha. http://www.wolframalpha.com (There’s a special MathType translator for W|A.)
Chat/IM/SMS
Chatzy: http://www.chatzy.com/advanced.htm
Contxts: http://contxts.com (SMS business cards. Text MrMathType to 50500 for mine.)
Twitter
Poll Everywhere: http://www.polleverywhere.com (Good for adding polls to PowerPoint slides.)
(Can be used for warm‐ups or mid‐lesson retention questions, but no math capability.)
PowerPoint Twitter Tools: http://www.sapweb20.com/blog/powerpoint‐twitter‐tools
Visible Tweets: http://visibletweets.com (visualize tweets sent by your class)
Free websites/blogs/wikis
**#WordPress: http://wordpress.com (Absolute best – free blogs, math capability – use the WordPress
translator in MathType 6.7 and later.)
**#Zoho Wiki: http://wiki.zoho.com (Has a built‐in equation editor, but it’s easier to use MathType.)
Good resource websites & articles
**Setting up and Introducing a Collaborative Student Math Wiki:
http://langwitches.org/blog/2009/10/20/setting‐up‐and‐introducing‐a‐collaborative‐student‐math‐
wiki
**North Scott begins using cell phones in classroom: Article in Quad‐City Times: http://bit.ly/a9tNs2
**What is Social Media? (free e‐book – PDF)
http://www.icrossing.co.uk/fileadmin/uploads/eBooks/What_is_Social_Media_iCrossing_ebook.pdf
**How to use Facebook for Social Learning: http://c4lpt.co.uk/140Learning/facebook.html
**How to use Twitter for Social Learning: http://c4lpt.co.uk/140Learning/twitter.html
More Challenges with Wikis: 4 Ways To Move Students from Passive to Active:
http://thejournal.com/articles/2009/10/07/more‐challenges‐with‐wikis‐4‐ways‐to‐move‐students‐
from‐passive‐to‐active.aspx
PLN Yourself! http://suewaters.wikispaces.com (Describes Personal Learning Networks.)
Time for upgrade – 20 ways to become Teacher 2.0: http://jazzper.se/2009/11/time‐for‐upgrade‐20‐
ways‐to‐become‐teacher‐2‐0/ (Note: I couldn't verify this link.)
Using Wikis in Math Classes:
http://teachertipstraining.suite101.com/article.cfm/using_wikis_in_math_classes
Using Wiki Technology to Engage Students:
http://teachertipstraining.suite101.com/article.cfm/using_wiki_technology_to_engage_students
When The Empire Makes The Rules (some thoughts on cell phone use at school):
http://nashworld.edublogs.org/2009/11/23/when‐the‐empire‐makes‐the‐rule
9.
page 9
Example sites I used during the presentation
These are in the same order in which they appeared during the presentation.
• Precal Blog: (Mr. Byrne) http://prec.alcul.us
Good example of scribe blogging.
• Algebra 2 With Trig: (Kate Nowak) http://a2t910.blogspot.com/
Mix of scribe blogging and teacher‐posted lesson material. (Unfortunately it requires an authorization to
log in and read the blog.)
o Slideshare: Kate uses www.slideshare.net to upload PowerPoint slides from the day’s lesson, and
embeds them in her blog. You can also add them to your class Facebook group. Students can
access the lesson any time they want.
• The Dalton Math Wiki: (David Gomprecht) http://coyleyspages.wikispaces.com/
Good examples of science wikis.
• Mr. Lamb’s Math Wiki: (Jim Lamb) http://mrlambmath.wikispaces.com
Integrated Math, Advanced Algebra wikis – good examples.
• Teaching College Math: (Maria Andersen) http://teachingcollegemath.com/
Despite the name, there is plenty here for teachers of all levels of math.
• MathType and WordPress: (my site) http://mathtypeequation.wordpress.com/
Step‐by‐step instructions for using MathType with wordpress.com – both getting equations into a
WordPress blog, and copying them from a WordPress blog to use somewhere else. (Note that these are
instructions for wordpress.com, not necessarily for a WordPress blog hosted on your own website (such
as GoDaddy offers).
10.
page 10
Setting MathType Fonts & Sizes (the Style and Size menus)
You most likely want your equations to match the text in your document, PowerPoint presentation, or web page,
so you need to know how to change the fonts & font sizes in MathType.
The Style Menu – setting the fonts.
You’ll see several style names listed on the MathType Style menu, but the
one you’ll use most often is called “Math”. Actually, Math isn’t a style of its
own; it’s a combination of other styles. MathType is smart enough, for
example, to know that when you’re typing ( )2sin xπ
, you probably want
the variable and the lower‐case Greek letter to be italicized, but not the
function name or the number. Thus, MathType switches between Function,
Variable, Greek‐Symbol, and Number styles as appropriate. (“Number” isn’t
a style you see on the menu, but it is a separate style of its own, as we’ll
see in a minute.) To set all this up, select “Define”, at the bottom of the
menu.
When you select Define, you’ll see another “dialog box”. (A “dialog box”, or
simply “dialog”, is a window like the one
shown to the right where you can select
options and settings.)
In the Define Styles dialog, you’ll see a
couple of “radio buttons” labeled Simple
and Advanced. We’ll go over each of these.
“Simple” is the one you’ll use most often.
In the selection labeled “Primary font”, the
font you choose will be the font MathType
will use for text, function names, variables,
vector and matrix names, and numbers.
Normally you’ll want all of these to be the
same font, but we’ll see in a minute how
to make them different. You’ll probably want the Primary font to be the same font you’re using in your document.
MathType doesn’t know what font you’re using in your document, so it’s important to set it here.
The selection labeled “Greek and math fonts” isn’t normally changed. You’ll see you have only two options there
anyway – “Symbol and MT Extra” and “Euclid Symbol and Euclid Extra”. You likely won’t see much difference
between these two choices, so leave it set as you see above.
At the lower right of this dialog is a final checkbox, labeled “Use for new equations”. This is checked by default,
and if you leave it checked, all subsequent equations you create will use these same font settings until you change
them again. If you’re just wanting the next equation to have a certain special look, but want the rest of the
equations to look like the equations before the one you’re working on, uncheck this box.
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page 14
1. MathType includes over 200 symbols and templates that are not included in Equation Editor. Some of
these are shown here.
In addition, MathType 5 includes the ability to include a tilde, hat, arc, or harpoon (vector barb) over
more than one character. It also includes cross‐out templates for showing cancellation.
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2. Color. MathType 5 lets you color all or part of an equation, or use multiple colors in a single equation.
This is great for making captivating PowerPoint presentations or for printing color transparencies on an
ink jet printer.
3. Web publishing. MathType lets you save your equations as GIFs to use in your web documents.
MathType also generates MathML – an XML‐based markup language that is the W3C standard for
publishing mathematics on the web. MathType 5 includes features that let you make great‐looking Web
pages directly from Microsoft Word. These Web pages retain equation numbering and referencing,
include the “MathZoom” feature to allow easy readability of small characters, and print in word‐
processing quality directly from the browser.
4. Equation numbering. Not everyone needs to number equations or include references to equations in the
text of a document. If you are a textbook author or write manuscripts for journal publication, you will
appreciate the fact that MathType can number and reference your equations automatically when used
with Microsoft Word.
5. Precise formatting ruler. You get a sophisticated word processor‐like ruler for precise
formatting. Align columns at operators, decimal points, or set tab stops to make
formatting easier and to give your documents a more professional look. This example
cannot be duplicated exactly in Equation Editor for two reasons: cross‐out templates,
and ruler formatting (fractions aligned at right edge with a right‐justified tab).
6. New spacing adjustments possible:
• Radical “check mark” width adjustment: 2 2 2
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x 2
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