The document discusses using technology for literacy instruction in 21st century classrooms. It provides background on the presenters and the goal of sharing effective technology uses that can be implemented in classrooms. Some key technologies discussed are blogging, wikis, podcasting, VoiceThread, and digital storytelling. The document also discusses the National Council of Teachers of English definition of 21st century literacy as involving proficiency with technology tools, collaboration, information design and sharing, and managing and analyzing multiple streams of information.
Making the unfamiliar familiar: reflections on training digital scholarship i...James Baker
Slides from a talk I gave at 'Data Driven: Digital Humanities in the Library', College of Charleston, 22 June 2014
Notes: https://gist.github.com/drjwbaker/90352720df706fa29a6c
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
Twitter: #MARC11_SESS48
Slides: http://www.slideshare.net/amsdiane
This special "Experience IT" session is designed to offer a hands-on, highly interactive introduction to an emerging tool and explore its potential impact for professional development and the classroom. Please bring a laptop to the session to ensure you can engage with the presenter. Seating will be offered on a first-come, first-served basis.
Wikis allow multiple users to edit the same web page while tracking individual contributions. Their inherent simplicity gives users direct access to their content, which is crucial in group editing or other collaborative activities. But how can you use wikis to effectively provide collaborative opportunities in the classroom and elsewhere on campus? How do wikis compare with other collaboration applications? This session will take a look at the use of wikis in online courses and discuss other effective uses.
Making the unfamiliar familiar: reflections on training digital scholarship i...James Baker
Slides from a talk I gave at 'Data Driven: Digital Humanities in the Library', College of Charleston, 22 June 2014
Notes: https://gist.github.com/drjwbaker/90352720df706fa29a6c
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
Twitter: #MARC11_SESS48
Slides: http://www.slideshare.net/amsdiane
This special "Experience IT" session is designed to offer a hands-on, highly interactive introduction to an emerging tool and explore its potential impact for professional development and the classroom. Please bring a laptop to the session to ensure you can engage with the presenter. Seating will be offered on a first-come, first-served basis.
Wikis allow multiple users to edit the same web page while tracking individual contributions. Their inherent simplicity gives users direct access to their content, which is crucial in group editing or other collaborative activities. But how can you use wikis to effectively provide collaborative opportunities in the classroom and elsewhere on campus? How do wikis compare with other collaboration applications? This session will take a look at the use of wikis in online courses and discuss other effective uses.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
Engaging Student Leaders for Common Sense Digital Citizenshipsolomonsenrick
Gives an outline and some resources of how students, with guidance from the technology coach and support from teachers, are leading Digital Citizenship instruction
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
Engaging Student Leaders for Common Sense Digital Citizenshipsolomonsenrick
Gives an outline and some resources of how students, with guidance from the technology coach and support from teachers, are leading Digital Citizenship instruction
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
From 2010 Global Education Conference. A look at teh state of civics in the United States today and the role the internet will play in improving civic education.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Notice This entire presentation, as well as several resources selected to supplement today’s workshop, are available at: technoliteracy.wikispaces.com
3. Background Tony Pennay Tech Liaison, Cal State Northridge Writing Project Curriculum Resource Teacher, SCVi Charter School Loni Pennay English Department Chair Professional Development Coach Family Resource Coordinator, Sierra Vista Junior High
5. To share and explore effective uses of technology in literacy instruction, with attendees leaving with ideas andtools that they can implement in the classroom on Tuesday.
6. Why teach technology? NCTE definition of 21st Century Literacy As society and technology change, so does literacy.
7. Why teach technology? NCTE definition of 21st Century Literacy The twenty-first century demands that a literate person possess a wide range of abilities and competencies.
8. Why teach technology? NCTE definition of 21st Century Literacy These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable.
9. 21st century readers and writers need to: Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
18. Well, for me I would do anything for a good friend that I have trust in, but I wouldn’t ask for too much because I obviously would not like to take advantage of my best friend. For example, when i go horseback riding, I have to do these jumps, The only way the horse will jump is if the horse trusts you and you trust it. Like with people, if you ask too much of a horse (if you keep kicking it or turning it too early on a jump) then the horse is more likely to refuse to jump, and you’re more likely to get thrown off. So one day I was riding my favorite horse called Pockets and was supposed to jump her. So, the lesson was going very well, and Pockets was fantastic so i kept praising her. On the last jump, I asked her to be extra perfect (in my mind) and well.. SHE WAS! My teacher was surprised and she told me: ” that is the biggest compliment a horse can give a person. Pockets really had trust in you!” The main point is, don’t take advantage of a friend, and they will sure have trust in you!
29. Getting Started Find a blog hosting site -- Edublogs gets through most filters. Establish ground rules: Check district’s fair use policies and user agreements. Create a task, set a deadline, and go. Blog assignments can easily support content standards.
30. Ideas for grading blogs Credit/ No Credit A chance to practice writing and explore ideas. Express opinions on reading material. Points Clearly defined parameters and expectations. Model and celebrate excellent responses. Have students share in class.
31. Podcasting Writing and sharing with an authentic audience. Helps writers with revision. Helps with reading fluency. Collaboration leads to writing improvement for all involved.
Editor's Notes
From Bud Hunt: I think that "we" (those folks teaching "technology," or "integrating" it, or whatever), do a disservice to our students and to our craft when we take a gentle stab at trying something new and then flitter on to the next thing. We're so excited that people are trying out these tools that we settle for garbage so long as it was done on a wiki or via a blog. Heck. It's on the web, so it must be fresh and exciting and new, right? Hardly. Lanier, and you, and me, and probably most of the people on this list, would say, I think, and I apologize for putting words in anyone's mouth, so feel free to rebut me, that the true value of making things, of writing, of creating, is that it helps us to better understand our ideas and the ideas of those with whom we are in communication. We write and blog and podcast and wiki and compose HTML and make sculptures and paint and do stop motion art because we are trying to understand the human experience and, perhaps, to leave a mark on the world, or at least the folks we hope will see our stuff. But we don't write or compose to fill in a blank or to say - "Look! I have made a wiki!" Yet that's how we teach. We "cover" making "websites" like we "cover" "writing" or "expression" or "whatever." Discrete little chunks of nothing that add up to not much but they are doable in a class period or a few. And we get excited because we "did" something. I don't think that's a problem of Web 1.0 vs. 2.0. I don't think we'll be happy when Web 3.0 comes along (or that it's already passed us by.) The container that we use to hold powerful stuff is rarely the problem. It's the stuff we (don't) put into those containers that can be. And y'all all know that, because you're Writing Project people. So forgive these last lines - it's a rough world we find ourselves in. Always has been. Hopefully, always will be.
Prepares students for the careers of the 21st Century.A great equalizer, a forum for reluctant or quiet students to make their voices heard from the safety of their computer.Gives students an authentic sense of audience. Helps all writers by providing models for effective writing.
Despite whatever our intended audience may be when assigning a writing assignment, often students will only see the teacher as the audience.
