The document provides an overview of various tools and technologies that can be used for religious education, including for direct instruction, individual assignments, videos, student research projects, and collaborative learning. It discusses tools for presentations, graphic organizers, videos, research, group work, and assessment. Specific websites and applications are mentioned for each category.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
The document discusses how students and teachers are using Web 2.0 tools like blogs, social networks, photo sharing sites, and wikis. It notes that while these tools can support constructivism and knowledge creation, schools often initially use them as Web 1.0 tools just for disseminating information. The document also cautions that there are risks to consider with using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Gutenburg to Zuckerberg: Social media in Medical EducationPlanBlearning
This document discusses the rapid changes in technology and its impact on education over the past few decades. It notes that every child now starts school in the 21st century and there has been more pedagogical change in the last 10 years than the previous 1000 years due to new technologies. It then lists the dates of creation of many popular web platforms and notes that they were all initially asynchronous. The document discusses concepts like blended learning and informal learning. It also notes that university programs are increasingly being offered fully online. Social media platforms like Facebook, Twitter, and YouTube are discussed as learning tools. The emphasis is on learning becoming more mobile, social and blended across formal and informal contexts.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
This document discusses the use of Web 2.0 tools to support engaged learning. It notes that K-12 classrooms and higher education students are increasingly using Web 2.0 resources across subjects. Examples of popular Web 2.0 tools mentioned include Google Docs, Dropbox, blogs, wikis, and cloud-based portfolios. The document also references research showing that Web 2.0 tools enable interaction, collaboration, and contributions from users. Questions are provided about how educators are currently using Web 2.0 tools personally and with students. Contact information is given for presenters from Lamar University's College of Education.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
The document discusses how students and teachers are using Web 2.0 tools like blogs, social networks, photo sharing sites, and wikis. It notes that while these tools can support constructivism and knowledge creation, schools often initially use them as Web 1.0 tools just for disseminating information. The document also cautions that there are risks to consider with using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Gutenburg to Zuckerberg: Social media in Medical EducationPlanBlearning
This document discusses the rapid changes in technology and its impact on education over the past few decades. It notes that every child now starts school in the 21st century and there has been more pedagogical change in the last 10 years than the previous 1000 years due to new technologies. It then lists the dates of creation of many popular web platforms and notes that they were all initially asynchronous. The document discusses concepts like blended learning and informal learning. It also notes that university programs are increasingly being offered fully online. Social media platforms like Facebook, Twitter, and YouTube are discussed as learning tools. The emphasis is on learning becoming more mobile, social and blended across formal and informal contexts.
Digital Natives & Technology in the ClassroomTalia Resendes
This document discusses the characteristics and learning preferences of digital natives, known as Generation Z or the Net Generation. Some key points:
- They have grown up with technology and prefer learning through digital/multimedia means.
- They are constantly connected through devices and social media and prefer interactive, collaborative, and experiential learning.
- Educators need to engage them by incorporating more digital tools, multimedia, social media, and opportunities for creative projects into teaching.
This document discusses the use of Web 2.0 tools to support engaged learning. It notes that K-12 classrooms and higher education students are increasingly using Web 2.0 resources across subjects. Examples of popular Web 2.0 tools mentioned include Google Docs, Dropbox, blogs, wikis, and cloud-based portfolios. The document also references research showing that Web 2.0 tools enable interaction, collaboration, and contributions from users. Questions are provided about how educators are currently using Web 2.0 tools personally and with students. Contact information is given for presenters from Lamar University's College of Education.
The document discusses the evolution of the internet from Web 1.0 to Web 2.0 to Web 3.0. It emphasizes how Web 2.0 transitions the internet from a place where people passively consume information to a place where they actively create and share information using tools like blogs, wikis, podcasts, video sharing and social bookmarking. The document also provides guidance for establishing an effective Web 2.0 classroom that focuses on internet safety, information literacy, citizenship, teamwork and engaging activities.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
The document outlines the goals and services of a high school library media center. It aims to support student learning through curriculum collaboration, technology resources, literacy initiatives, and building a collection to meet student and teacher needs. The media center provides spaces for individual study, group work, and extracurricular activities in a community environment before, during and after school.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
You can differentiate and connect with students. We must learn how to connect. Differentiation in the classroom is important and you can do it with technology. We must teach to all students and help them learn in the way that they can remember and retain what we're teaching. Education technology must have a purpose.
Integrating the Internet into the Classroomsspengler
The document discusses strategies for integrating the internet into secondary classrooms, including using online learning applications like tutorials, tools, and information resources. It provides examples of websites that can be used as springboards for lessons, for online instruction, and for student reference and projects. Strategies mentioned include creating bookmarks of useful sites, developing multimedia scrapbooks, and designing treasure hunts or samplers to explore topics on the internet.
This resource explains that Twitter allows teachers to form a virtual staffroom for support and networking, engage in quality assured searching and communication through
An introduction to the HASL Spring 2012 Conference that outlines what tools are available for participants, how they might be used, and how participants can access these tools & ideas via the Conference Wiki & the Edmodo group 24/7.
Jessica Smith is proposing to update the civics curriculum with new textbooks that incorporate more interactive features like simulations and debates. While she acknowledges that classroom laptops would better prepare students for the 21st century, obtaining textbooks could help address the digital divide issue by providing a reliable daily resource. Her proposal is to balance the use of new textbooks with Web 2.0 tools to move beyond standard lectures, while still guiding students to meet competency requirements. She argues this approach would contribute to eliminating the digital divide at the school.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
This document summarizes Dean Shareski's presentation on rethinking learning in a connected world. Some of the main points discussed include how learning has changed with new technologies, the need to move beyond traditional models of teaching, the importance of social and connected learning, and rethinking concepts like literacy, community, and research in education. The presentation advocates for learning that is self-directed, shared, diverse, and joyful for students.
There are so many ways to use Education Technology in the classroom. Here are 50+ ways that the Cool Cat Teacher, Vicki Davis, uses in her classroom. Technology can make any classroom better if you know the right tools to use. This presentation given at #UCET15 in Utah April 2015 has lots of tools to choose.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
This document is a presentation by Mark Moran on overcoming resistance to teaching with technology and online resources. Some key points from the presentation include:
- Students are comfortable using the internet and feel in control of information found online, while schools risk
Integrating the Internet into the Social Studies Classroomsspengler
This document provides strategies for integrating the internet into social studies classrooms. It discusses internet-based learning applications like online tutorials, tools, and information resources. It also offers strategies for internet integration including identifying goals, using multimedia scrapbooks, treasure hunts, and subject samplers. The document advises teachers to start by focusing on curriculum and setting goals, and to guide students to use the internet as a tool for research and publishing rather than just playing online.
This document provides an overview of technology tools for English language teachers presented by Deborah Healey. It begins with Healey's beliefs about teaching, learning, and technology. The document then describes several planning tools, teaching/learning tools, assessment and feedback tools, and motivational tools. Examples include lesson planning websites, online reading materials, tools for creating lessons and assessments, and ways to give feedback to students. The presentation aims to demonstrate how technology can help teachers save time and motivate students in the English classroom.
The document discusses new technologies that can be used in the classroom, including online testing tools, video hosting websites, podcasting, Google Earth, open educational resources, and communication/collaboration tools. It provides examples of how these technologies engage students and enhance learning. The presenter advocates experimenting with various free and low-cost technologies and resources to facilitate teaching and learning.
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
The document discusses the evolution of the internet from Web 1.0 to Web 2.0 to Web 3.0. It emphasizes how Web 2.0 transitions the internet from a place where people passively consume information to a place where they actively create and share information using tools like blogs, wikis, podcasts, video sharing and social bookmarking. The document also provides guidance for establishing an effective Web 2.0 classroom that focuses on internet safety, information literacy, citizenship, teamwork and engaging activities.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
The document outlines the goals and services of a high school library media center. It aims to support student learning through curriculum collaboration, technology resources, literacy initiatives, and building a collection to meet student and teacher needs. The media center provides spaces for individual study, group work, and extracurricular activities in a community environment before, during and after school.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
You can differentiate and connect with students. We must learn how to connect. Differentiation in the classroom is important and you can do it with technology. We must teach to all students and help them learn in the way that they can remember and retain what we're teaching. Education technology must have a purpose.
Integrating the Internet into the Classroomsspengler
The document discusses strategies for integrating the internet into secondary classrooms, including using online learning applications like tutorials, tools, and information resources. It provides examples of websites that can be used as springboards for lessons, for online instruction, and for student reference and projects. Strategies mentioned include creating bookmarks of useful sites, developing multimedia scrapbooks, and designing treasure hunts or samplers to explore topics on the internet.
This resource explains that Twitter allows teachers to form a virtual staffroom for support and networking, engage in quality assured searching and communication through
An introduction to the HASL Spring 2012 Conference that outlines what tools are available for participants, how they might be used, and how participants can access these tools & ideas via the Conference Wiki & the Edmodo group 24/7.
Jessica Smith is proposing to update the civics curriculum with new textbooks that incorporate more interactive features like simulations and debates. While she acknowledges that classroom laptops would better prepare students for the 21st century, obtaining textbooks could help address the digital divide issue by providing a reliable daily resource. Her proposal is to balance the use of new textbooks with Web 2.0 tools to move beyond standard lectures, while still guiding students to meet competency requirements. She argues this approach would contribute to eliminating the digital divide at the school.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' increasing use of technology and how this impacts library spaces. It also outlines learning objectives around observing student behaviors, technology's impact on libraries, and changing expectations for student learning. The presentation then shares a case study of the renovation of a high school library to feature more natural light, flexible spaces, and technology access to better serve modern student needs. The goal is to create a learning commons that fosters collaboration and acts as the school's hub.
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
This document summarizes Dean Shareski's presentation on rethinking learning in a connected world. Some of the main points discussed include how learning has changed with new technologies, the need to move beyond traditional models of teaching, the importance of social and connected learning, and rethinking concepts like literacy, community, and research in education. The presentation advocates for learning that is self-directed, shared, diverse, and joyful for students.
There are so many ways to use Education Technology in the classroom. Here are 50+ ways that the Cool Cat Teacher, Vicki Davis, uses in her classroom. Technology can make any classroom better if you know the right tools to use. This presentation given at #UCET15 in Utah April 2015 has lots of tools to choose.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
This document is a presentation by Mark Moran on overcoming resistance to teaching with technology and online resources. Some key points from the presentation include:
- Students are comfortable using the internet and feel in control of information found online, while schools risk
Integrating the Internet into the Social Studies Classroomsspengler
This document provides strategies for integrating the internet into social studies classrooms. It discusses internet-based learning applications like online tutorials, tools, and information resources. It also offers strategies for internet integration including identifying goals, using multimedia scrapbooks, treasure hunts, and subject samplers. The document advises teachers to start by focusing on curriculum and setting goals, and to guide students to use the internet as a tool for research and publishing rather than just playing online.
This document provides an overview of technology tools for English language teachers presented by Deborah Healey. It begins with Healey's beliefs about teaching, learning, and technology. The document then describes several planning tools, teaching/learning tools, assessment and feedback tools, and motivational tools. Examples include lesson planning websites, online reading materials, tools for creating lessons and assessments, and ways to give feedback to students. The presentation aims to demonstrate how technology can help teachers save time and motivate students in the English classroom.
The document discusses new technologies that can be used in the classroom, including online testing tools, video hosting websites, podcasting, Google Earth, open educational resources, and communication/collaboration tools. It provides examples of how these technologies engage students and enhance learning. The presenter advocates experimenting with various free and low-cost technologies and resources to facilitate teaching and learning.
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
The document provides an overview of various free web tools that can be used for social studies instruction, including educational platforms like Edmodo and Wikispaces that allow students to collaborate online. It also discusses tools for creating timelines, presentations, and interactive posters to engage students. Videos resources mentioned include Khan Academy, Crash Course, and channels on YouTube that provide historical content.
Nelms Presentation Web 2.0 Tools For Classroom Instructionnealman
The document discusses how teachers can use Web 2.0 tools like blogs, wikis, podcasting, RSS feeds, social bookmarking, photosharing, and more to enhance classroom instruction. It provides examples of how each tool can be implemented, such as using blogs for class introductions or wikis for collaboration. The presentation emphasizes that these tools facilitate new pedagogies by allowing students to actively participate and create online content.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
This document discusses various online services that can be used in education. It begins with an introduction of the author and their background and interests. The content sections then describe examples of using blogs, Google Drive, online media, social networks, and virtual classrooms in educational settings. Specific tools are highlighted, such as Google Calendar, Forms, and Presentations for planning, polling, and presenting lessons. The document emphasizes that online resources provide new opportunities for teaching, learning, collaboration, and sharing work.
"Using Social Media in Education" Seminar conducted for faculty of Sultan Qaboos University, Muscat, Oman April 2009 by Vicky Frank, Seward Inc.
This document introduces tools for creating, storing, sharing, publishing, and curating digital content online for free. It discusses services like Google and Microsoft for writing and storing files, Flickr and Jolidrive for photo storage, and video platforms. It also covers finding content through sites like Creative Commons, getting social on platforms, and publishing through blogs, WordPress, or Scoop.it. Advanced options discussed include virtual learning environments like Moodle for interactive teaching and forums. The overall message is that there are now many excellent free online resources for digital creativity, learning, and establishing an online presence.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and Google Earth to engage students, foster collaboration and critical thinking, and align with 21st century skills. The document also introduces various free Web 2.0 tools that can be used in the classroom, such as creating multimedia projects with Google Docs, Eduglogster and Bitstrips for Schools.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and tools like Google Earth and Google Docs to engage students, foster collaboration, and develop 21st century skills like searching for information, global citizenship, and communicating with an authentic audience.
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how schools have created geography department websites and used tools like blogs to support students, share resources, and promote the subject. The document also explores setting up and using virtual learning environments, online learning communities, wikis, and podcasts to collaborate and interact online in geography education.
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
The document introduces various free web tools that can be used to create a personal learning environment (PLE). It discusses social bookmarking with Delicious, microblogging with Twitter, blogging with Blogger, and sharing photos, presentations, and other content. Other tools mentioned include wikis with PBWiki, social networks like Ning, and multimedia tools like Voicethread, podcasting with Audacity and gCast, and video with YouTube. The document encourages the reader to try different tools, follow others, and curate their own PLE through blogging and sharing with others.
E Training In Broadwood Area School For Teacherscarolynb
The document introduces Web 2.0 tools and online resources that can be used to support teaching and learning. It provides examples of tools like blogs, wikis, podcasts, widgets, photo sharing sites, video hosting sites, and Google Documents that can be used to create and share content online. Instructions are given on setting up accounts on these sites and exploring their features.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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!"
Welcome We will begin in ___ minutes Please type any technical questions in the Question or Chat features Procedures: All microphones will be turned off, so please type questions in the questions box. I’ll do my best to answer them at the end of the presentation. All questions that I do not answer will be posted along with this presentation on our blog @ engagingfaith.blogspot.com.
Intercessory prayer to St. Isidore of Seville, fittingly patron saint of computer users, the Internet, school children, and students. Prayer before logging on to the internety Fr. Z from WDTPRS? Wrote this prayer before it spread across the internet. We’ll say it to open today’s Webinar.
My name is Jared Dees, I am the Adolescent Catechetical Specialist at Ave Maria Press. I have experience as a catechist, youth minister, and religion teacher at both the middle school and high school level. Although I am no expert on technology, like many of you, I have learned by experience the many benefits of using technology. I have also had my struggles. Many things have huge learning curves with more hassle than they are worth. The goal to day is to introduce you to some tools that are out there and provide some tips for using them. I will also be sharing with you some of the tools we offer at Ave Maria Press.
Here is my challenge to you. I will be throwing lots of tools and tips at you, some of which you know and some that may be new to you. If you have some pen and paper or a word document open, recreate this simple graphic organizer: A new tech you will use this month. Notes on tech you already use And other tech that you would like to check out – links will be provided later
Here is how I would like to organize today’s presentation: Effective Instruction never changes. People continue to learn in the same ways even though the media they use to learn changes. Therefore, this presentation will be organized around ways you already teach.
What do I mean be direct instruction?
Some tips on PPT Presentations: Advanced Organizers: Essentially, give the students a context. Today we are going to focus on X, Y, and Z and show that A, B, and C is true. Include within PPT as I did in a previous slide or post on the board. Move beyond copying Copying does not = learning Engage the students in the notes they are taking (see bullets) Use graphic organizers like the one I used to introduce this webinar (3 boxes) Less is more. Keep bullet points to a minimum and focus on the essentials Don’t read notes – expand and refine Use PPT to guide LP: Insert slides for discussions, handouts, activities, etc. Not advocating no LP, but this can be an easy way to keep you on track esp. when juggling 6+ classes
Check out www.avemariapress.com for PPTs for every book.
Some quick tips on using a SMART Board (about 1/3 of you here indicated you use one) Share my SMART Board experience: LCP Projector SMART Board Save notes story – student called me out on a test answer. Sure enough, 1 out of 6 classes I covered it Some examples…[next slide]
Here is a pre-assessment quiz activity. They took the quiz as bell work We went over the answers and they corrected themselves. Christology is challenging… Reviewed heresies by writing them in the margins
This was a reading guide/graphic organizer: Timeline in the middle. They were to read and identify the causes and effects of the Great Western Schism. Why better? Saved notes Easy to create Easy to print (esp when students were absent)
Another reading guide/graphic organizer. Easy to create using installed clipart. Resembles a mind-map, but with a new look Again, given to students as a handout
Graphic Organizer: Venn Diagram. Moveable text How I used it: Students came to the board to place in the correct spot. Other students offered the chance to correct if necessary Review as a class
Moveable type/words Students dragged prayers and events of the mass to their corresponding part Used again later for review
First, let me apologize if anyone finds my stick figures offensive. I don’t claim to be an artist, but I am a visual learner. SMART Boards made me MORE visual. Looking over notes, my reading guides and lecture notes became more and more visually stimulating. Objectives: Compare/Contrast God’s Original Plan and Life after the Fall Compare/Contrast Creation Story and Annunciation I drew what they described. I walked them through the similarities.
Google Docs Gliffy Fast, click, drag, and type Exploratree Great premade Graphic Organizers, especially for critical thinking Education Place and Holt A number of examples of basic graphic organizers. Google “graphic organizers online” and you’ll have these come up
YouTube (Majority if you use it – must not be blocked at your school) So many videos Just filter the results Alternatives with less volume: TeacherTube and SchoolTube – no many videos on theology GodTube – Christian focus, but few Catholic resources Vimeo – small community, but improving upload quality Outside da Box Mission to create short films to help teens know, love, and serve Christ Excellent videos on their website
We have partnered with Outside da Box to create a video collection, complete with teaching guides for 100 minutes worth of videos for your classroom. Check out the website for sample videos. This will be available soon for the next school year.
What did we do in the past? Notecards: coded at the top corner, filed in a system Lay out the notecards for writing College: Simple Word documents with lots of information Evernote: my #1 note-taking tool of choice: Send from anywhere, use on any computer, smart phone or on the web Creation of notes, send web pages, pdfs, emails, etc. Organized in Folders, tags, and search Web clipping Microsoft OneNote – evernote without cloud computing Great for manipulating PDF notes Word Doc/Google Docs (google docs = collaboration) Delicious Excellent bookmarking tool Tags Social aspect with sharing of links Diigo Highlight and take notes on webpages Bookmark and Take a snapshot of webpages Organize by tags List – display bookmarks
Google it Other sites, most of which charge for a school account Doc Cop intrigues me especially for comparing papers
Again, nothing new, but there are some technologies that make this possible online
Using Facebook effectively Surpassed Google as #1 site on the web Google Docs Excellent collaboration tools Now with real time collaboration, editing Wikipages A number of teachers use this effectively If you are not familiar with a wiki…essential a group of people can collaborate to create and edit If you can get past the technical difficulty, then it is a great tool Blogs: Easy to set up Have students blog add entries themselves, or comment on what others have written Moodle More and more schools and teachers are using Moodle Course Management System Great fore creating a home of your course online: communication, content, assignments, and more Edmodo Chat Calendar Upload Assignments TodaysMeet Great for conversation at desks
Microsoft PowerPoint Microsoft Publisher Google Docs: Presentation Adds collaboration opportunity Zoho Show Dark horse More editing options Collaboration like Google Docs Animoto Upload pictures, videos, music and it creates a video
Ave Maria Press Tests Google Docs Forms Online quizzes – responses entered in an spreadsheet Online surveys – homework assignment Rubrics For grading projects and other assignments Creating a rubric is not easy, so there are some online tools Quizlet Create flashcards Study flashcards Flashcards transformed into games
Mention Ave Maria Press redesign
Are ebooks the future of textbook publishing? We are excited about the opportunities Still majority of people read with printed texts