This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
Creating a world class learning environmentANDeducation
The document discusses an international educational partnership project called Digital Diary Dialogues that uses mobile phone technology. Students in several countries, including Finland, Scotland, England, and Afghanistan, create and exchange microblogs and learning objects on a weekly theme using Nokia mobile phones. The goals are to develop communication skills across curriculums, engage in peer learning, and motivate students through international cultural exchange and extended learning opportunities beyond the classroom. Challenges addressed include unreliable internet access, and solutions explored include developing the project model and using mobile phones and solar chargers to overcome lack of electricity.
The document summarizes a project at Brescia House School in South Africa that introduced netbooks and digital collaboration tools to 72 tenth grade girls. The goals were to integrate technology across subjects, teach collaboration using tools like wikis, and show that knowledge is built together.
Students used netbooks to complete reading quizzes on a novel. They were divided into groups to research themes and contribute to a wiki. The project emphasized that everyone has expertise to share. Students collaborated online to enhance their wiki pages. Evidence of learning included quizzes, writing, discussions, and the completed wiki. The project helped shift teachers and students to seeing technology as a tool for creating knowledge in new ways.
7 Steps to Flatten Your Classroom 2013: With BrainstormingVicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenging global collaborative projects for students and professional development opportunities for teachers.
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
The document describes an e-learning project between a technical high school in Verona, Italy and schools where Italian is taught as a foreign language. The project aims to motivate students to learn through cultural exchange and publishing articles in Italian and English using an online magazine and bulletin board. Students communicate through email and share ideas, links, and multimedia materials to write articles for the virtual magazine. The benefits of the project include increased language motivation and skills through technology and collaboration across schools.
This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
Creating a world class learning environmentANDeducation
The document discusses an international educational partnership project called Digital Diary Dialogues that uses mobile phone technology. Students in several countries, including Finland, Scotland, England, and Afghanistan, create and exchange microblogs and learning objects on a weekly theme using Nokia mobile phones. The goals are to develop communication skills across curriculums, engage in peer learning, and motivate students through international cultural exchange and extended learning opportunities beyond the classroom. Challenges addressed include unreliable internet access, and solutions explored include developing the project model and using mobile phones and solar chargers to overcome lack of electricity.
The document summarizes a project at Brescia House School in South Africa that introduced netbooks and digital collaboration tools to 72 tenth grade girls. The goals were to integrate technology across subjects, teach collaboration using tools like wikis, and show that knowledge is built together.
Students used netbooks to complete reading quizzes on a novel. They were divided into groups to research themes and contribute to a wiki. The project emphasized that everyone has expertise to share. Students collaborated online to enhance their wiki pages. Evidence of learning included quizzes, writing, discussions, and the completed wiki. The project helped shift teachers and students to seeing technology as a tool for creating knowledge in new ways.
7 Steps to Flatten Your Classroom 2013: With BrainstormingVicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenging global collaborative projects for students and professional development opportunities for teachers.
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
The document describes an e-learning project between a technical high school in Verona, Italy and schools where Italian is taught as a foreign language. The project aims to motivate students to learn through cultural exchange and publishing articles in Italian and English using an online magazine and bulletin board. Students communicate through email and share ideas, links, and multimedia materials to write articles for the virtual magazine. The benefits of the project include increased language motivation and skills through technology and collaboration across schools.
This document provides information about the Flat Classroom Workshop 2013 including important links, a backchannel for discussion, pitching project ideas, and examples of Flat Classroom projects involving global collaboration between classrooms. Templates and tools are introduced to help design global projects using a Flat Classroom framework. Web 2.0 tools for collaboration and finding project partners through social networks, established education networks, hashtags, and conferences are also discussed. Project management strategies are outlined. The document promotes the flattened, blended, inquiry-based learning approach of the Flat Classroom and announces the Flat Classroom Conference in Australia in 2014.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Extending the Classroom into the 21st CenturyAngela DeHart
Ideas for turning a classroom into a kaleidoscope of “real world” opportunities that invite students to conclude that learning IS important. Step One - making the paradigm shift for yourself, ideas/steps on how to incorporate technology into your classroom
The document discusses the Flat Classroom Project, which aims to connect classrooms globally using web 2.0 tools. It provides an overview of past projects in 2006 and 2007 that had classrooms collaboratively working on topics. The 2007 project involved 5 classrooms, 56 students, and 35 educators who acted as judges and advisors. The document outlines the goals and elements of the Flat Classroom Project and provides resources for further information.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
This document provides biographical and professional information about Suzana Delić, a primary school teacher from Croatia. She is committed to using innovative teaching methods, especially videoconferencing to connect her students with classrooms around the world. Through these international collaborative projects, her students improve their language skills, learn about other cultures, and develop important 21st century skills. Suzana shares her experiences promoting these techniques and hopes that more teachers will integrate technology and explore-based learning to prepare students for the future.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
Speak Up Online Learning Report Release 06/29/10Julie Evans
This document summarizes key findings from a report on online learning trends released in 2010. Some of the main points covered include:
- Participation in online classes by K-12 students has grown significantly between 2008 and 2009, with 18% of high school students and 13% of middle school students taking an online class for school in 2009.
- Over half of high school students and nearly half of middle school students see online learning as an important part of their vision for their ideal school.
- Administrators see online learning classes as primarily benefiting teachers, other administrators, and students in traditional classroom settings.
- Students value online learning for the opportunities to earn college credit, take classes not otherwise offered at
This document discusses the importance of visual and media literacy skills for 21st century learners. It notes that visuals and videos can reinforce reading materials, aid in developing common knowledge, enhance comprehension and discussion, accommodate diverse learning styles, and increase motivation. Different types of visual tools are presented, including stop motion animation, digital storytelling websites, mobile applications, smartboard integration, and websites. Specific examples are provided. Ways to use visuals and videos are outlined, such as for triggering discussion, demonstrations, practice and review, and depicting scenarios. The document concludes by identifying three groups of learners that can benefit: elementary students, grades 7-12, and adult learners.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Integrating Technology into the Classroom Westwood HS Mr RichterRichter Peter
These are some of the ways Westwood Regional Jr/Sr High School teachers integrate technology into the classroom. This slide-show was presented at Digital Learning Day webinar Feb 8th, 2013.
The document provides information about ePals, a social learning network that allows K-12 students and teachers to connect, communicate, and collaborate globally. It discusses how ePals can be used to facilitate international partnerships between classrooms to conduct collaborative projects. Specific examples are given of different types of projects undertaken by classrooms in various countries using ePals' communication and collaboration tools. Tips and guidance are also provided on finding suitable international partners and setting up a classroom profile on ePals.
This document summarizes a presentation by Maria Narciso and Samantha Morra from Montclair Public Schools about creating a 21st century classroom. It describes how they transformed a classroom based on a vision of flexible, technology-enabled learning. They removed traditional desks and installed movable furniture, computers, interactive whiteboards, and other technologies. This created a technology learning commons to engage students in skills like digital literacy, media authoring, and collaboration through projects like digital storytelling and video production. The project required planning, funding, construction, and staff training to fully realize the new learning environment.
This paper was presented at the 2012 NSTA STEM & Expo in Atlantic City. Our teachers worked with Drs. Hui-Yin Hsu and Shiang-Kwei Wang to present the paper. Teacher presenters are: Mr. Stephen Green (IS 109 Jean Nuzzi Intermediate), Ms. Mayen Davis (The Young Women's Leadership School of Queens), and Ms Vivian Alforque (The Middle Village School).
This document provides information about PBS TeacherLine, which offers online professional development courses for teachers. It discusses how PBS TeacherLine nurtures academic excellence by meeting NCLB requirements, aligning with standards, improving classroom practices and student outcomes, and supporting collaborative learning using 21st century tools. Over 130 graduate-level courses are offered across various subject areas. Benefits include classroom resources, student success, flexibility, and graduate credit.
Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teacher...Julie Evans
The document discusses findings from the Speak Up 2012 research project conducted by Project Tomorrow regarding views on online and blended learning among K-12 students, parents, teachers, and administrators in Ohio. Key findings include that Ohio students see benefits to online learning like working at their own pace and controlling their own learning. Many Ohio parents have taken online classes themselves and see benefits for their children. While some blended learning models are used in Ohio schools, over half of principals reported primarily face-to-face instruction with supplemental online resources.
This document discusses effective technology integration at Manor Lakes P-12 College. It begins with an agenda for a meeting on the topic, including discussing the college's eLearning strategy and levels of technology integration. It then provides information on the growth of the college's 1:1 device program and introduces concepts like the SAMR model for technology integration. The remainder of the document focuses on developing eLearning integration capabilities at the college, with sections devoted to how students can capture, create, communicate, collaborate, and connect through the use of technology to support teaching and learning. It emphasizes that technology must be integrated effectively for a school to evolve, and provides ideas for staff on moving forward with integration.
The document summarizes findings from focus groups with PGCE students on digital literacy and open educational resources (OERs). It discusses that the students had varying levels of digital literacy in their personal lives. While most saw value in technology for teaching digital skills, some preferred traditional tools. The students were initially receptive to contributing to OERs but had concerns their work may not be good enough or used incorrectly online. They needed more exposure to fully understand open licensing.
This document summarizes a briefing on the release of national research findings from the Speak Up 2019/20 project. The briefing included opening remarks from the CEO of Project Tomorrow and a Blackboard executive. Research findings showed increases in digital learning and device usage during the pandemic. Data revealed evolving teacher and parent beliefs that technology enhances learning. Students continue valuing skills-based and self-directed learning. The briefing calls for applying lessons to improve learning environments.
Himeyuri were girl students in Okinawa who nursed injured soldiers during World War 2, hiding in trenches to provide water, food, and medical care for the sick. Many of the Himeyuri girls ultimately gave their lives while caring for soldiers, as their actions were commemorated by a grave tower built in their memory.
During World War II, a reed mace cave on Okinawa was used as an air raid shelter. However, people still died inside the shelter. Additionally, U.S. soldiers killed civilians who were hiding in the reed mace shelter, including many Okinawan citizens, even though they were not soldiers. The document expresses the hope that future generations will work to prevent war and the taking of human life, as war is too unbelievable and has no meaning.
This document provides information about the Flat Classroom Workshop 2013 including important links, a backchannel for discussion, pitching project ideas, and examples of Flat Classroom projects involving global collaboration between classrooms. Templates and tools are introduced to help design global projects using a Flat Classroom framework. Web 2.0 tools for collaboration and finding project partners through social networks, established education networks, hashtags, and conferences are also discussed. Project management strategies are outlined. The document promotes the flattened, blended, inquiry-based learning approach of the Flat Classroom and announces the Flat Classroom Conference in Australia in 2014.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Extending the Classroom into the 21st CenturyAngela DeHart
Ideas for turning a classroom into a kaleidoscope of “real world” opportunities that invite students to conclude that learning IS important. Step One - making the paradigm shift for yourself, ideas/steps on how to incorporate technology into your classroom
The document discusses the Flat Classroom Project, which aims to connect classrooms globally using web 2.0 tools. It provides an overview of past projects in 2006 and 2007 that had classrooms collaboratively working on topics. The 2007 project involved 5 classrooms, 56 students, and 35 educators who acted as judges and advisors. The document outlines the goals and elements of the Flat Classroom Project and provides resources for further information.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
This document provides biographical and professional information about Suzana Delić, a primary school teacher from Croatia. She is committed to using innovative teaching methods, especially videoconferencing to connect her students with classrooms around the world. Through these international collaborative projects, her students improve their language skills, learn about other cultures, and develop important 21st century skills. Suzana shares her experiences promoting these techniques and hopes that more teachers will integrate technology and explore-based learning to prepare students for the future.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
Speak Up Online Learning Report Release 06/29/10Julie Evans
This document summarizes key findings from a report on online learning trends released in 2010. Some of the main points covered include:
- Participation in online classes by K-12 students has grown significantly between 2008 and 2009, with 18% of high school students and 13% of middle school students taking an online class for school in 2009.
- Over half of high school students and nearly half of middle school students see online learning as an important part of their vision for their ideal school.
- Administrators see online learning classes as primarily benefiting teachers, other administrators, and students in traditional classroom settings.
- Students value online learning for the opportunities to earn college credit, take classes not otherwise offered at
This document discusses the importance of visual and media literacy skills for 21st century learners. It notes that visuals and videos can reinforce reading materials, aid in developing common knowledge, enhance comprehension and discussion, accommodate diverse learning styles, and increase motivation. Different types of visual tools are presented, including stop motion animation, digital storytelling websites, mobile applications, smartboard integration, and websites. Specific examples are provided. Ways to use visuals and videos are outlined, such as for triggering discussion, demonstrations, practice and review, and depicting scenarios. The document concludes by identifying three groups of learners that can benefit: elementary students, grades 7-12, and adult learners.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Integrating Technology into the Classroom Westwood HS Mr RichterRichter Peter
These are some of the ways Westwood Regional Jr/Sr High School teachers integrate technology into the classroom. This slide-show was presented at Digital Learning Day webinar Feb 8th, 2013.
The document provides information about ePals, a social learning network that allows K-12 students and teachers to connect, communicate, and collaborate globally. It discusses how ePals can be used to facilitate international partnerships between classrooms to conduct collaborative projects. Specific examples are given of different types of projects undertaken by classrooms in various countries using ePals' communication and collaboration tools. Tips and guidance are also provided on finding suitable international partners and setting up a classroom profile on ePals.
This document summarizes a presentation by Maria Narciso and Samantha Morra from Montclair Public Schools about creating a 21st century classroom. It describes how they transformed a classroom based on a vision of flexible, technology-enabled learning. They removed traditional desks and installed movable furniture, computers, interactive whiteboards, and other technologies. This created a technology learning commons to engage students in skills like digital literacy, media authoring, and collaboration through projects like digital storytelling and video production. The project required planning, funding, construction, and staff training to fully realize the new learning environment.
This paper was presented at the 2012 NSTA STEM & Expo in Atlantic City. Our teachers worked with Drs. Hui-Yin Hsu and Shiang-Kwei Wang to present the paper. Teacher presenters are: Mr. Stephen Green (IS 109 Jean Nuzzi Intermediate), Ms. Mayen Davis (The Young Women's Leadership School of Queens), and Ms Vivian Alforque (The Middle Village School).
This document provides information about PBS TeacherLine, which offers online professional development courses for teachers. It discusses how PBS TeacherLine nurtures academic excellence by meeting NCLB requirements, aligning with standards, improving classroom practices and student outcomes, and supporting collaborative learning using 21st century tools. Over 130 graduate-level courses are offered across various subject areas. Benefits include classroom resources, student success, flexibility, and graduate credit.
Online and Blended Learning – Views of Ohio’s K-12 Students, Parents, Teacher...Julie Evans
The document discusses findings from the Speak Up 2012 research project conducted by Project Tomorrow regarding views on online and blended learning among K-12 students, parents, teachers, and administrators in Ohio. Key findings include that Ohio students see benefits to online learning like working at their own pace and controlling their own learning. Many Ohio parents have taken online classes themselves and see benefits for their children. While some blended learning models are used in Ohio schools, over half of principals reported primarily face-to-face instruction with supplemental online resources.
This document discusses effective technology integration at Manor Lakes P-12 College. It begins with an agenda for a meeting on the topic, including discussing the college's eLearning strategy and levels of technology integration. It then provides information on the growth of the college's 1:1 device program and introduces concepts like the SAMR model for technology integration. The remainder of the document focuses on developing eLearning integration capabilities at the college, with sections devoted to how students can capture, create, communicate, collaborate, and connect through the use of technology to support teaching and learning. It emphasizes that technology must be integrated effectively for a school to evolve, and provides ideas for staff on moving forward with integration.
The document summarizes findings from focus groups with PGCE students on digital literacy and open educational resources (OERs). It discusses that the students had varying levels of digital literacy in their personal lives. While most saw value in technology for teaching digital skills, some preferred traditional tools. The students were initially receptive to contributing to OERs but had concerns their work may not be good enough or used incorrectly online. They needed more exposure to fully understand open licensing.
This document summarizes a briefing on the release of national research findings from the Speak Up 2019/20 project. The briefing included opening remarks from the CEO of Project Tomorrow and a Blackboard executive. Research findings showed increases in digital learning and device usage during the pandemic. Data revealed evolving teacher and parent beliefs that technology enhances learning. Students continue valuing skills-based and self-directed learning. The briefing calls for applying lessons to improve learning environments.
Himeyuri were girl students in Okinawa who nursed injured soldiers during World War 2, hiding in trenches to provide water, food, and medical care for the sick. Many of the Himeyuri girls ultimately gave their lives while caring for soldiers, as their actions were commemorated by a grave tower built in their memory.
During World War II, a reed mace cave on Okinawa was used as an air raid shelter. However, people still died inside the shelter. Additionally, U.S. soldiers killed civilians who were hiding in the reed mace shelter, including many Okinawan citizens, even though they were not soldiers. The document expresses the hope that future generations will work to prevent war and the taking of human life, as war is too unbelievable and has no meaning.
World War 2 had a profound impact on Poland and the author's family. It began with Germany's invasion of Poland in 1939. The author's grandfather lived through the start of the war as a young boy and had to take care of his mother and siblings when his father was called up to fight. The author's grandmother also has memories of hiding from German planes with her family during the war. There are several Polish films and monuments that commemorate those who lost their lives in World War 2, including the Monument of Unknown Soldier in Warsaw. Over 6 million Polish people were killed during the war.
This document discusses the Okinawa war in WWII and the fading memories of it. Many Okinawan residents fought and died in the war, including by Japanese soldiers. While monuments exist to commemorate the events, the memories are disappearing as fewer young people learn about what happened or knew anyone who experienced it directly. It's important to record the stories of survivors before their memories are lost.
This document discusses the importance of digital citizenship education and outlines a proposed partnership between students, parents, and teachers. It begins by defining digital citizenship and explaining how people interact in the digital world. It then discusses keys to establishing a successful digital citizenship program, including understanding today's students, embracing social media, and developing a framework. The document provides insights into how students currently use technology and outlines challenges faced by different generations. It proposes a digital citizenship program and shares lessons learned from implementing such a program.
The document outlines a 10 day training plan for using the DyKnow classroom software. It covers the basic inking and annotation tools, monitoring and sharing student screens, inserting objects, conducting polls and assessments, controlling groups, broadcasting screens and audio, and changing presentation views. The training materials and community resources for DyKnow are available for free online.
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, problem solving and global awareness in students. Singapore's teacher education program is used as a case study, focusing on mastery of content and pedagogy, practical experience, innovation, values of empathy and ethics. Technology is integrated into the curriculum to enhance learning, and characteristics like resilience and life-long learning are cultivated in future educators. The goal is to prepare teachers to develop these skills in their own students and address the needs of an increasingly globalized world.
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, creativity and global awareness in addition to strong content knowledge. Teacher training programs in Singapore are highlighted as examples, with a focus on practical experience, innovative pedagogies, mastery of core subjects, and developing skills and values like empathy, cultural competence and lifelong learning. The document advocates for educating teachers who can facilitate learning rather than just transmit information, and who are leaders shaping education and characters.
Mathematics Rigor and Relevance with Web 2.0Cindy Wright
The document discusses using Web 2.0 technologies to enrich mathematics learning experiences for students. It encourages project-based instruction and developing skills like critical thinking. Specific Web 2.0 tools are presented that could motivate students and support higher-order thinking skills, including blogs, wikis, videos and voice threads. The document argues technology complements good teaching by extending lessons beyond the classroom.
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
This document outlines an emerging technology teacher orientation for a project-based course focusing on using emerging technologies as learning tools. The course content is frequently updated to reflect new technologies students will use. Students will be introduced to online learning tools and skills. The course is designed around web-based pedagogy and aligns with technology standards. It incorporates digital literacy, 21st century skills, and project-based learning through collaborative projects addressing real-world issues.
Improving teaching and learning 21 connect 2013 - compressAnita Drossis
The document discusses Learning Connections (LC), an online community that aims to improve teaching and learning for the 21st century. LC provides blended professional learning opportunities for educators that include online and face-to-face elements. It involves school districts collaborating to share best practices and resources. Research on LC found it effectively supported building educator capacity through collaboration, personalized learning, and developing 21st century skills in students.
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Do you want to collaborate with other classrooms? Do you need to meet standards that require you to have audience and global connections with your students? This presentation includes updated information shared in Flattening Classrooms, Engaging Minds to help you do just that. Presented at AdvancED Wyoming in March 2014 by Vicki Davis @coolcatteacher
This document discusses innovations in pedagogy and education. It begins by proposing new educational terms, theories, and practices, and selects ten that could drive major shifts. These new pedagogies are then described in ten sketches. The document discusses how innovations are not just technologies looking for applications, but new ways of teaching, learning, and assessing. It examines challenges like future careers that require new skills and how education must change. Throughout, it provides examples of how technologies can enhance learning through connectivity, extension, inquiry, personalization, publication, and scale. The goal is to maximize flexibility and opportunities in hybrid models of education.
Everything You Always Wanted to Know about the Media Education LabRenee Hobbs
The document summarizes the work of the Media Education Lab at the University of Rhode Island, which conducts research and community outreach related to digital and media literacy education. The lab provides resources like curriculum standards, teacher training, and sample academic courses. It hosts an annual conference called digiURI and offers webinars, book discussions, and websites on topics like media literacy, film education, and critical analysis skills. The goal is to build bridges between classrooms, homes, and the public sphere through collaborative learning around digital literacy.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
This document discusses introducing a learning platform at a UK primary school. It begins by posing questions about what it's like to be a learner today, the differences between ICT capability and digital literacy, and how learning platforms can enable 21st century learning. It then notes challenges like outdated school buildings and a 20th century workforce. The document outlines how the learning platform can enhance engagement, autonomy, and collaboration. It also enables sharing best practices, extending learning beyond the classroom through projects and discussions. The learning platform facilitates virtual learning walks and global connections. Overall, the learning platform aims to support the school's commitment to next generation learning over the next three years.
The document summarizes the vision and activities of the Centre of Excellence for New Media at Innova Junior College in Singapore. The center spearheads research on using new media technologies in teaching and learning. It equips students with new media literacies and skills through facilities like a media center, studio, and installation space. Students gain hands-on experience creating podcasts, videos, and other new media projects. The center has conducted international conferences and partnerships to share best practices in virtual world education and integrating new media across disciplines.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of 21st century skills like problem solving, collaboration, and technology use.
- Data showing U.S. students falling behind internationally in core subjects and problem solving.
- Resources like the Partnership for 21st Century Skills framework and tools to help schools develop these skills.
- Six design principles for 21st century classrooms, including relevant curriculum, informative assessment, and ubiquitous technology access.
- Ways participants can reflect on incorporating 21st century skills into their own ARRA grant projects.
This document summarizes a presentation about 21st century teaching and learning. It discusses:
- The importance of developing 21st century skills like problem solving, collaboration, and critical thinking in students.
- Resources available from the Partnership for 21st Century Skills including frameworks, tools for self-assessment, and examples of best practices.
- Components of 21st century classrooms including making the curriculum relevant, using informative assessments, fostering innovation, and ensuring access to technology.
- Tools discussed for 21st century teaching environments, and ways teachers can reflect on incorporating 21st century skills into their ARRA projects.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
This document discusses current trends and challenges in quality assurance for open online learning and e-learning. It notes that quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement as open online learning becomes more mainstream and diverse. Key areas of quality discussed include learner interaction, purpose, autonomy, and openness. Stakeholders in quality assurance span various levels from individual learners and academics to international organizations. Quality is defined as multifaceted, dynamic, and representative of multiple perspectives.
The document summarizes the Powerful Learning Practice (PLP) project at an independent school. Through PLP, the school connected with other schools globally to establish an ongoing learning community. They developed a digital citizenship curriculum for 7th grade students using online and face-to-face learning. The project achieved embedding digital citizenship into the curriculum using various Web 2.0 tools and standards. Participants learned how to better engage students and inform teachers about 21st century learning approaches.
Slides for 3 hour workshop on digital fabrication; 3D printing, laser cutting/engraving, and CNC machining. Includes hardware, software, and curricular info. Share as you see fit.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Slides for "Intro to Systems Thinking" workshop. Session details and resources available here: http://pwoessner.wikispaces.com/Introduction+to+Systems+Thinking
The document discusses the results of a learning styles inventory test taken by 7th graders. It explains that the test scores indicate a student's major, minor, or non-preferred learning styles in the areas of visual, auditory, social, and kinesthetic learning. A major learning style is how one prefers and learns best, a minor style still works but is not the preference, and a non-preferred style does not work well. It asks students to reflect on their results and how understanding their own learning styles can help them succeed in school.
7th graders took a learning styles inventory to understand how they process information and learn best. The inventory asked students to rate statements on a scale to determine if they were visual, auditory, or kinesthetic learners. Taking the inventory would help the students advocate for themselves and understand what teaching strategies work best for their individual learning styles. Advisors would use the results to have future discussions and help the students in the future.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
This document provides an overview of collaboration tools like wikis and Google Apps for Education. It discusses why collaboration is important in the classroom and lists benefits to students like learning from each other. Examples are given of different types of collaborative projects using tools like Wikispaces and Google Docs across various subject areas and grade levels. Tips are provided on setting up and using features of wikis, Google Docs, Google Sites, Google Calendar and other collaboration apps. The document concludes with suggestions for assessing collaborative work using rubrics.
This document provides instructions for using the social bookmarking site Delicious. It explains how to create an account, add Delicious buttons to bookmarks to save sites, import existing bookmarks, get started using tags to organize bookmarks, develop a network by sharing bookmarks, and review the benefits of social bookmarking with Delicious including accessing bookmarks from any device and making the experience social.
This document discusses the integration of technology into middle school science classrooms. It describes three tools: scribe blogging for student reflection, systems modeling software for creating and sharing computer models, and a research wiki for collaboration. Scribe blogging uses a school-wide blog for each student to summarize lessons. Systems modeling allows students to visualize systems through interactive models. The research wiki provides a shared space for group projects, where students and teachers can access work and materials. The presenters provide examples of how these tools have been used in classrooms to enhance learning.
This document discusses the development of digital citizenship programs in schools. It explores how concerns about new technologies used by youth have historically mirrored each other over generations. The document then examines frameworks for digital citizenship education, comparing approaches from Ribble and Bailey and from MICDS. It outlines components of Simple K12's PS21 program and lessons on effectively teaching digital citizenship.
Scratch Syntax: Part 2 discusses variables, threads, and events in Scratch programming. Variables store values and are represented by uniquely labeled blocks. Threads are like mini-programs that can run simultaneously, started by "when" blocks. Events signal between threads, with "broadcast" blocks signaling and "when" blocks handling events. Simple games use threads and events to create levels, with an example copter game creating one level. The document concludes with homework to complete a simple game project and submit it by the due date.
This document provides an introduction to programming and the Scratch programming environment. It defines programming as writing, testing, and maintaining source code to tell a computer what to do. Learning to program develops logic, problem-solving, and attention to detail skills and can be an enjoyable activity. Scratch allows anyone to create programs without needing knowledge of complex computer language syntax by using a block-based visual programming interface. The homework is to finish the Scratch Getting Started Guide and experiment with the Scratch programming environment.
Social media posts can have unintended consequences. A teen was denied a job after a potential employer found controversial posts on her social media. A police officer lost his job over insensitive comments on Facebook. Be aware that anything posted online can be seen by future employers, colleges, or others and may impact opportunities or relationships.
This document provides a checklist for evaluating websites. It includes categories like authority, accuracy, currency, and content coverage. Some key points evaluated are whether the author and sponsor are reputable authorities on the topic, if the information is free of bias and advertising, and if the content, images, and links are up to date and accurate. The overall purpose is to help determine if a website is a reliable source of information.
The document discusses five criteria for evaluating websites: authority, accuracy, objectivity, currency, and coverage. It poses questions to help assess each criteria, such as identifying the author and organization, checking for cited sources, looking for evidence of bias, verifying dates, and determining the depth of information covered. Applying these evaluation criteria can help determine the usefulness and reliability of the information on a website.
The document announces a live event for the 2009 K12Online Conference to take place on September 26, 2009 from 2:00PM to 5:00PM EDT. The event will include showings of past presentations with opportunities for live discussion with presenters. The schedule includes sessions on integrating video in the classroom, open and social learning, using wikis for work, and blogging mentors for student writing. The event will be hosted on the EdTechTalk website.
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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.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Summmer Teacher Institute 09
1. MICDS S U M M E R T E A C H E R I N S T I T U T E
F O R T E C H N O L O G Y A N D
C U R R I C U L U M I N N O V A T I O N
J U N E 8 - J U L Y 3 1 , 2 0 0 9
MICDS is pleased to present the 2009 Summer Teacher Institute for Technology and Curriculum
Innovation. This series of hands-on professional development workshops features distinguished educators
from MICDS and around the world. Each week offers a selection of new sessions that will engage partici-
pants and provide strategies for effectively utilizing technology in the service of teaching and learning.
Whatever your background, needs, or interests, our Summer Teacher Institute can provide you with the
knowledge and skills to transform your classroom into a truly innovative learning environment.
Weekly Registration
!
ited 1 Day: $125
Lim
e is ay! Add a 2nd Day: $50
Sp a c r Tod Each Additional Day: $25
Re giste
All Sessions 9:00—3:00
MICDS Olson Presentation Room
Register online at intranet.micds.org/pd09
Questions? Contact us at micdspd@micds.org or 314-995-7375.
Konrad Glogowski Karl Fisch Jeff Utecht Darren Kuropatwa
Alec Couros Kevin Jarrett Kim Cofino Dean Shareski Chris Lehmann
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
2. June 8—June 12, 2009
Monday, June 8: Literacy in the Foreign Language Classroom
Presented by MICDS Faculty The Tablet PC and Web 2.0 tools can create a
portable language lab that can be used to connect learners from different schools
and different countries to foster an understanding of culture and language acqui-
sition. Learn how video and audio commenting can facilitate simple practice ac-
tivities as well as cross cultural, inter-classroom connections. Explore the use of a
variety of free tools like Vaestro, Seesmic, TokBox, and Vocaroo that can turn
the Tablet into an audio workshop. We will also examine how tools like Glogster,
Scrapblog, GoAnimate and Mixbook provide a venue for creating engaging ac-
tivities that have students work with language in both oral and written form.
Tuesday, June 9: Writing in a Digital World
Konrad Glogowski holds a PhD degree in Curriculum Studies and Teacher
Development from the University of Toronto and is the voice behind the blog of
proximal development. He has taught English in grades 7-12 and has worked as
an e-learning consultant in both public and private sectors. He is the recipient of
the 2005 International Educational Blogging Award and his work has been fea-
tured on CBC Radio.
Konrad has presented his research at numerous educational conferences and
spent the last several years researching online communities at the middle and high school levels. He is pas-
sionate about helping schools successfully integrate technology in a variety of subject areas and has worked
with pre- and in-service teachers in Canada and internationally, most recently in South Africa and Kenya as
English Team Leader with Teachers Without Borders-Canada.
Join Konrad for an interactive day of learning how writing in a digital world can reach across grade levels
and disciplines and engage students in and out of the classroom.
Wednesday, June 10: Literacy in the Humanities Classroom
Presented by MICDS Faculty Literature comes alive and students acquire 21st
century skills when technology enters the humanities classroom. Consider Lord of
the Flies on a wiki island, Shakespeare in the movies, Antigone as a graphic novel,
and The Odyssey in cyberspace. Creating podcasts to listen to Shakespeare, using
OneNote for collaborative note-taking, making Quizlet flashcards for vocabulary,
and utilizing online grammar programs for practice make learning more fun, effi-
cient, and engaging. This session will explore how the humanities can leverage
technology to ensure that students love literature and understand the fundamen-
tals of expression and communication in today’s world.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
3. June 15—June 19, 2009
Tuesday, June 16: Technology as a Cornerstone of Curriculum
Karl Fisch has been a classroom teacher for eighteen years. He has taught
middle and high school math and is currently Director of Technology at
Arapahoe High School in Centennial, Colorado. He is the project leader of
Arapahoe’s Curriculum Innovation Team, leading the staff development efforts
for 21st Century Learners, a group of teachers exploring constructivism and
21st century learning skills. Karl invites you to join the conversation at his
blog, The Fischbowl.
Join Karl as he shares examples of successful projects and discusses strategies for
designing engaging curriculum that balances content, technology, and skills to enhance student learning.
Wednesday, June 17: Designing Tech-Infused Curriculum Using UbD
Presented by MICDS Faculty It isn’t about technology, it’s about providing
students with a well-designed, relevant curriculum. This session will explore the
principles of Understanding by Design (UbD) and how to embed 21st Century
Literacies into the curriculum. Examples of tech-infused units from several disci-
plines/grade levels will be shared and participants will be guided through the
creation of a unit using UbD and technology tools that enhance the learning
process for their classrooms.
Thursday, June 18: Using Technology to Enrich Assessment
Presented by MICDS Faculty This session explores the ways that technology
can make the learning process more transparent and can provide greater opportu-
nity for feedback and student self assessment. Wikis make individual contribu-
tion to group work documentable. Online quizzes allow for formative and sum-
mative assessment of smaller chunks of information. Google Notebook provides
an opportunity for teachers to watch student research and provide feedback dur-
ing the research process. Blogs provide a venue for student self-reflection. As
more student work is created in electronic format, the electronic portfolio be-
comes a more viable assessment option. Join us to discover these and other tools for assessing learning.
Friday , June 19: DyKnow in 10 Easy Steps
Brian Coco, Upper School Biology teacher at MICDS, will illustrate the benefits
of DyKnow in the classroom. In 10 easy steps you will learn how to utilize
DyKnow Vision as an interactive teaching tool to maximize class time, foster col-
laborative learning and promote effective studying, and employ DyKnow Monitor
to maintain control of your digital classroom and foster responsible computer use.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
4. June 22—June 26, 2009
Monday, June 22: Network Literacy and the Tools of Engagement
Dr. Alec Couros is a professor of educational technology and media at the Faculty of
Education, University of Regina. He is a scholar and advocate for openness in distrib-
uted learning environments and has given hundreds of workshops and presentations,
nationally and internationally, on topics including openness in education, social learn-
ing, instructional design, digital citizenship, and critical media literacy. Alec shares his
insight and experiences through his blog, Open Thinking and Digital Pedagogy.
Join Alec as he discusses how to build your own learning network for professional
growth and explores tools that allow teachers and students to connect and collaborate.
Tuesday, June 23: Literacies in the K-6 Classroom
Kevin Jarrett is a Google Certified Teacher, New Jersey Department of Education Pro-
fessional Development Provider, and a K-4 Technology Facilitator at Northfield Com-
munity School in Northfield, NJ. In this role he is responsible for instruction in a lab
setting for the entire elementary student body and works closely with classroom teachers
to develop engaging projects leveraging Web 2.0 technologies across the curriculum. His
resources and reflections can be found on his blog, NCS-Tech.
Join Kevin for an interactive, hands-on day that will highlight curricular examples and
provide opportunities to build lessons that utilize technology to enhance learning.
Wednesday, June 24: Global Collaboration & Connecting Students
Kim Cofino has nearly 10 years of experience in international schools and is cur-
rently the 21st Century Literacy Specialist at the International School Bangkok. Her
work focuses on helping core subject teachers utilize Web 2.0 technologies in the ele-
mentary classroom and creating a global and collaborative approach to learning. Her
inquiry-based, constructivist approach to teaching utilizes project-based learning experi-
ences developed using the Understanding by Design process and her professional blog,
Always Learning, is an invaluable resource for K-8 teachers seeking examples of authentic
student engagement.
Join Kim as she shares examples of her innovative projects and helps attendees learn the tools and techniques that
support a global, connected curriculum.
Thursday, June 25: Digital Storytelling & Digital Cartography
Presented by MICDS Faculty Digital Storytelling weaves images, music, and narrative together to form powerful
expressions of understanding. The first portion of this workshop will explore free tools and simple techniques for
incorporating digital storytelling into the curriculum. Digital cartography brings an interactive dimension to maps
and globes. Any discipline can be approached from a geographical point of view, and the second half the workshop
will focus on using Google Maps and Google Earth to teach core–content knowledge and skills.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
5. July 6—July 10, 2009
Wednesday, July 8: Using WebAssign as an Effective Assessment Tool
Aaron Titus, co-founder of WebAssign, will guide users through the basic use of
WebAssign in the classroom. WebAssign is a versatile tool that provides online
homework and quiz delivery and allows teachers to design, collect, grade, and
record assignments instantly to better assess student performance. Aaron will be-
gin with creating classes, progress to writing a variety of question types, and show
attendees how to customize assignments for time, number of submissions, hints,
and solutions. Participants will be given time to create assignments of their own.
Thursday, July 9: What Should I Do Now That I Couldn’t Do Before?
Darren Kuropatwa is Department Head of Mathematics at Daniel McIntyre
Collegiate Institute, Winnipeg, Manitoba, and Convener of the K12 Online
Conference. Known internationally for his ability to weave online social tools
meaningfully and concretely into his pedagogical practice, he has over 20 years of
experience in education and 15 years in leadership training. Darren’s professional
blog is called A Difference.
Darren is masterful at using the technique of scribe blogging to create a social
learning environment that requires all class members to actively participate. Within the blogging process,
Darren uses images, news stories, and embedded media to generate student interest and promote deeper
thought. Students are encouraged to apply concepts to real world problems and scenarios.
Join Darren as he shares his strategies for creating an engaging, student-centric, 21st century mathematics
and science classroom.
Friday, July 10: Literacy in the Math and Science Classroom
Presented by MICDS Faculty MICDS Upper School teachers Amy Scheer,
Janet Purdy, Brian Coco, and Chris Muskopf will illustrate how one-to-one
computing affords students and faculty a multitude of powerful options for
teaching and learning in science and math. Utilizing various Web 2.0 tools and
software packages including OneNote, DyKnow, Fathom, Geogabra, Sketchpad,
and Stella, they have increased collaboration among students, promoted individ-
ual exploration of science and math concepts and models, made the learning
process more transparent, and deepened their ability to assess student learning.
This session will also explore the use of scribe blogs to promote student reflection and the implementation
of a student research portfolio.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
6. July 13—July 17, 2009
Monday, July 13: Media Literacy and Video in the Classroom
Dean Shareski is a Digital Learning Consultant with the Prairie South School
Division in Moose Jaw, Saskatchewan. He believes teachers and students need to
use technology to connect ideas and learners in safe, relevant, and authentic ways
to answer questions, share ideas and develop community. His work, which he
shares at Ideas and Thoughts, involves helping students and teachers understand
what is different about learning and teaching today and how to make significant
changes to help kids learn.
Dean received a Masters in Communications and Technology from the Univer-
sity of Saskatchewan and occasionally teaches undergraduates at the University of Regina. He has pre-
sented at the local, provincial, national and international level on topics ranging from geocaching to digital
storytelling. While he loves to talk about Social Media and the changing nature of learning, he has a special
passion for digital stories and presentation.
Join Dean to learn proven strategies for incorporating video and storytelling into the curriculum and dis-
cover why media literacy should be an integral component of any classroom.
Tuesday, July 14: Multimedia for Learning
Tex Tourais, MICDS English teacher, will explore the use of multimedia in the
classroom and examine ways to use and create audio and video files to enhance
lessons. He will explain steps that ensure student video projects meet learning
objectives and guide attendees through the various components (storyboarding,
scripting, shot selection, audio enhancement, and editing) of a successful project.
Tex will also share example of projects including animations, commercials, docu-
mentaries, and photo-essays.
Wednesday, July 15: Telling a Story: The Power of Images
Tex Tourais, MICDS English teacher, will examine visual literacy and the use of
images in the classroom. He will demonstrate creative ways to incorporate im-
ages to add meaning to written work and share several projects, including the
creation and publication of a graphic novel. Tex will also cover fundamental
image editing using Photoshop and free online or Open Source editors and pro-
vide information on copyright and Creative Commons’ licensing as it pertains to
images.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
7. July 20—July 24, 2009
Thursday, July 23: Cultivating Change to Support an Innovative Curriculum
Chris Lehmann is the founding principal of the Science Leadership Academy, a
progressive science and technology high school in Philadelphia, Pennsylvania.
Chris returned to his native Philadelphia after nine years as an English Teacher,
Technology Coordinator, and coach at the Beacon School in New York City,
one of the leading urban public schools for technology integration.
Chris was an honoree for the Association of Supervision and Curriculum Devel-
opment's 2009 Outstanding Young Educator Award and was named one of the
quot;40 Under 40quot; by Philadelphia Business Journal in 2009. He has spoken at educational conferences all over
the world and has worked with many schools and districts in the U.S. and England as a consultant. Chris
writes for LeaderTalk, Grant Wiggins' Faculty Room, and is the author of the education blog Practical
Theory.
Join Chris as he shares his experiences as an education leader and learn how to cultivate and sustain a
school environment that embraces change and supports an innovative curriculum.
Friday, July 24: Research and Library 2.0
Presented by MICDS Faculty Our library staff will convince you the role of the
school library hasn’t diminished. Our library (http://www.micdslibrary.com/) has
embraced student culture; iPods are allowed, game systems are available for
check out, and applications like Flickr, Wikispaces, and Facebook are part of the
daily experience. We have rooms for group work, for viewing video assignments,
and for video editing. Teachers, librarians, and instructional technologists col-
laboratively grade student research projects, offering timely and detailed feed-
back. Delicious, OneNote, and Google Notebooks are used to facilitate the re-
search process. Attendance in the library is up; more books than ever are being checked out. Come explore
projects and tools to enrich the research process and make the library an integral part of learning.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09
8. July 27—July31, 2009
Monday, July 27: Intercultural Literacy
Jeff Utecht is the Elementary Technology and Learning Coordinator for the In-
ternational School Bangkok. He is also an adjunct professor for Plymouth State
University, a coordinator for the Learning 2.0 Educational Technology Confer-
ence in Asia, serves as a consultant for the East Asia Regional Council of Overseas
Schools, and is an Educational Ambassador for Wetpaint.com.
A certified educator and administrator, Jeff has spoken at conferences and lead
professional development workshops around the world, and regularly shares his
thoughts on education and technology on his blog, The Thinking Stick. He and
his blog have recently been mentioned in the books Reinventing Project-Based Learning as an avenue for
“free online professional development” and Web 2.0: New Tools, New Schools.
Join Jeff as he shares his insight and offers practical strategies for developing and sustaining intercultural
connections that foster global awareness and cultural understanding.
Tuesday, July 28: Getting Connected and Creating Flat Classroom Projects
Presented by MICDS Faculty Learning collaboratively in a digital world is an
important skill for students and teachers. This session will explore the steps nec-
essary to create a professional learning network and how to utilize it for profes-
sional growth. We will examine the use of tools including social bookmarks, so-
cial networks, blogs, rss feeds, wikis, and Twitter. We will also explore how to
move concepts of networked learning to students. Once tools are understood by
teachers and students, opportunities to connect learners across geographic
boundaries and flatten classrooms are limitless.
Wednesday, July 29: Literacy in the History Classroom
Presented by MICDS Faculty Technology can be used to breathe life into his-
tory, and this workshop will help you explore ways to use technology in your
classroom. Learn how students can create electronic portfolios, electronic mu-
seum exhibits, and a Facebook social network for history personalities. See exam-
ples of classroom uses of Ning, Del.icio.us, xtimeline, wikis, Diigo, Google Earth,
and podcasting to interact with history content. By using technology to collabo-
rate and create, students can engage with history in a truly 21st century way.
Thursday, July 30: Digital Citizenship and Social Media in the Classroom and Life
Presented by MICDS Faculty Digital Citizenship and social media are among the most important but
difficult themes to effectively address within a school; so many ideas, so many stakeholders, so little time!
This session will address the challenges of establishing and maintaining a Digital Citizenship program that
recognizes the important role of social media in today’s world and truly engages and educates students,
parents, and teachers.
MICDS 2009 Summer Teacher Institute
Register Online at intranet.micds.org/pd09