This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
Algebra I students had to create a personal budget for living on their own. They had to present it in a PowerPoint format and include an Excel Pie Chart.
Algebra I students had to create a personal budget for living on their own. They had to present it in a PowerPoint format and include an Excel Pie Chart.
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
As technology evolves and shapes our public discourse, and students continue to engage with technology on a daily basis, it becomes imperative for classrooms to serve as spaces to teach responsible uses of technology while meeting the diverse needs of students and the various ways they access technology. There is an additional level of urgency as our reliance on
technology shapes the economy, political discourses, and how we understand each other.
The Technology Integration Practices (TIP) Tools support school districts, schools, teachers, and
coaches in infusing technologies and pedagogy, tracking professional growth, and measuring instructional practices in support of equitable student learning. The TIP Tool includes: a District Assessment Tool, a Lesson Observation Tool and a Career Trajectory Tool.
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
As technology evolves and shapes our public discourse, and students continue to engage with technology on a daily basis, it becomes imperative for classrooms to serve as spaces to teach responsible uses of technology while meeting the diverse needs of students and the various ways they access technology. There is an additional level of urgency as our reliance on
technology shapes the economy, political discourses, and how we understand each other.
The Technology Integration Practices (TIP) Tools support school districts, schools, teachers, and
coaches in infusing technologies and pedagogy, tracking professional growth, and measuring instructional practices in support of equitable student learning. The TIP Tool includes: a District Assessment Tool, a Lesson Observation Tool and a Career Trajectory Tool.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
SFASU: Using Brightspace Tools to Increase Student Engagement and Instructor ...D2L Barry
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Wednesday, October 9 at SFASU.
This presentation was different than most, due to the collection of D2L tools currently used at SFASU.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Syllabus for Digital Citizenship
1 credit professional development
Nampa School District
Instructor Information
Lora Evanouski Dee Winegar
Phone (208)697-8413 (208)697-8384
Email: levanouski@nsd131.org dwinegar@nsd131.org
Instructor E-Mail Response Time
I typically respond to e-mail daily Monday - Friday during the course. Exceptions to this rule
occur when there is a a holiday, NSD break, or during other unavoidable situations that
sometimes come up (e.g. MLK day, spring break, power failure, out of town presenting a paper,
etc.). If you send an e-mail during the week you should typically have a reply within 24 hours
unless it is late Friday or the weekend. I catch up on weekend e-mail on Mondays. If you haven't
received a reply to your e-mail within a reasonable period of time please send it again.
Course Description/Location
Digital citizenship can be defined as the norms of appropriate behavior with regard to technology use (Bailey & Ribble,
2007).
This five week asynchronous professional development course is geared toward teachers and
school administrators. Each module will provide beneficial insight into the needs and
applications of Digital Citizenship. The goal of this course is to facilitate participants’
understanding of local and global societal issues, advocate responsibilities in an evolving digital
culture, and exhibit legal and ethical behavior in professional practices (ISTE-T). An exploration
of the nine elements of Digital Citizenship (Ribble & Bailey, 2007) will provide structure to
course objectives.
The course is completely online through the learning management system Brainhoney/Buzz
(learning management system). Please see email your instructor for login information.
Course Goal
The participants will demonstrate an understanding of the proper use of technology, its impact on society, and
practice ethical, legal, and responsible use of technology to assure safety.
Course Objectives
Participants will be able to:
address the need for available technology and its accessibility inside and outside the school setting
understand safety issues
explore digital communication with students, parents, and colleagues
facilitate extended classroom learning by incorporating digital tools and resources
investigate and model rules of etiquette in regard to technology and information
explore and model healthy and safe practices for using digital tools
2. learn the importance of protecting personal privacy while using the Internet and other digital tools
become versed in the legal aspects of digital technology
engage in professional growth and leadership
ISTE Standards
This course is designed to follow the guidelines set forth by ISTE for teachers and administrators. These standards can
be located at https://www.iste.org/standards
Required Technology
Access to the internet and computer
Ability to attach and open documents in PDF, Word, and other applications
Access to MS Word 2007 or higher
Ability to view presentations with audio and video (speakers are needed)
Course Materials
All course learning materials will be provided by instructor.
Course Expectations
The course is divided into five units presented over a five-week period. Each module will consist of readings, activities,
and online discussions. The time to complete each module will take between two to three hours. Units will be posted on
a weekly basis (weeks are considered from Wednesday–Tuesday for the purposes of this course), viewable through
Brainhoney/Buzz (learning management system). Each week contains an introduction, key terms, articles and video,
conclusion, an activity, a discussion room, an assessment, an activity and a lesson plan; each module deals with a
different element of digital citizenship. The course facilitator will provide comments and will assess participants’
progress throughout the course. Participants are required to post a minimum of one post per discussion topic. Posts
should address discussion prompts and demonstrate significant content knowledge related to the readings and Live Chat
sessions.
Procedures
Below are guidelines for the Module readings, online discussions, and activities:
1. Readings: should be completed each week as posted on Brainhoney/Buzz. Readings are online websites that
may require some navigation.
2. Discussions: will be posted in response to facilitator prompts (provided under weekly assignments on
Brainhoney/Buzz. Responses should be well-written with correct sentence structure and punctuation and show
knowledge of weekly content and readings; justify responses by citing information from the required readings.
Post Requirements
A minimum of two postings per week is required.
The first post is a response to a facilitator prompt. Create a New Message for this post. In the subject
line, please include your name and the focus of the prompt (ex. Name-Digital Law).This post should
show significant content knowledge, be 100-200 words in length, and written at a professional level.
The second post is a reply to a colleague’s post. Use the REPLY button to respond. Please remember to
show proper etiquette and respect for your colleagues in your responses. These posts should also reflect
course readings.
Consider choosing a specific day of the week to post (example: Friday or Monday); this will help ensure
meeting all posting requirements (see Procedures). Posting is essential to the growth of the discussion.
3. Activities are due on Tuesdays by 11 p.m. EST. Some activities may require participants to work collaboratively.
Collaborative activities may be submitted as individuals or as a group. When collaboration is required, all
3. participants must share an equal amount of the workload and each group member’s name should be included
on the completed submission.
4. For the purposes of this course, each week will begin on a Sunday and end the following Tuesday. Participants
are expected to show an online presence at least two times a week. The course structure is asynchronous in
nature and does not require the participants to be online at any scheduled time. It is imperative that all
participants complete a minimum of two discussion posting per week. One discussion post and 1 response to
another participant. Activities will be due on Tuesdays by 11 p.m. Eastern Standard Time.
Timeliness/Pacing
The facilitator will make every attempt to answer questions within a 24-hour period. All communication should be
conducted through NSD email. All activities will be assessed within one week of the due date.
Module/Topic Readings Discussions Activities ISTE
Week 1: Digital
Foundations
1 hr Digital compass 1 hr
– learning discussion
boards, collaboration
Lesson plan 1 - 1 hr
Complete digital
compass activity post
and respond to 1
peer. Lesson plan
uploaded in
Brainhoney for
instructor.
ISTE-T
Week 2: Digital
footprint/safety
1 hr Digital footprint
using tech tool -
popplet,tagxedo 1 hr
Lesson plan 2 - 1 hr
Complete digital
footprint activity post
and respond to 1
peer. Use tech tool
such as Tagxedo,
Poplet. Lesson plan
uploaded in
Brainhoney for
instructor.
ISTE-T
Week 3:
Copyright/Plagiarism
1 hr Searching the web,
proper use of images
and text, using
Google search,
creative commons –
create a digital story
using Storybird,
Animoto, PPT, etc. 1
hr
Lesson plan 3 - 1 hr
Complete
plagiarism/copyright
activity post and
respond to 1 peer.
Use tech tool such as
Storybird, Animoto,
PPT. Lesson plan
uploaded in
Brainhoney for
instructor.
ISTE-T
Week 4: Nettiquette,
cyberbullying
.75 hr Create a Netiquette
or cyberbully poster
create a digital
poster using tech
tool .75 hr
Lesson plan 4 and 5 -
1.5 hr
Complete digital
driver’s license
activity post and
respond to 1 peer.
Lesson plan uploaded
in Brainhoney for
instructor.
ISTE-T
4. Week 5: wiki none Collaboration with
peers, creation of
wikis 2 hrs
Wiki – all lesson
plans included with
images, media - 1 hr
Presentation of
materials, evaluation,
and wrap up
ISTE-T
Assessment Procedures
Evaluation is based on class participation and completion of all assignments. This course is pass/fail basis.
Withdrawal Policy
Due to the comprehensive nature of this course, all five modules must be completed in their entirety (see Course
Expectations). A final score of a “P” is necessary to receive the Professional Learning Unit. Early withdrawal from the
course will result in 0 credit. Please speak to the facilitator directly at the number or email provided above about
possible course adjustments due to emergencies. The facilitator has full discretion in allowing or not allowing course
adjustments.
Statement on Plagiarism
As with all professional courses, there are strict guidelines dealing with plagiarism and academic integrity. Acts of
plagiarism and cheating in regard to the Digital Citizenship course will result in 0 points for the first offense and removal
from the course for the second offense.
