This document discusses the Common Core State Standards and how they relate to technology integration. It describes what it means to be literate in the 21st century, including being able to use technology strategically. The standards focus on having students demonstrate independence, build knowledge, comprehend and critique information, value evidence, and understand other perspectives. The standards also emphasize using technology to enhance reading, writing, speaking, listening and language skills. Specific standards are presented for how technology can be integrated into activities for reading, writing, speaking and listening.
This document lists every instance where technology is mentioned in the Common Core standards, (paraphrased for easy reference). The standards are sorted into "consuming" and "producing" according to how students will use the technology and digital media.
This document lists every instance where technology is mentioned in the Common Core standards, (paraphrased for easy reference). The standards are sorted into "consuming" and "producing" according to how students will use the technology and digital media.
Merging Social Media Concepts Into Education #Gaetc13 Carlos Fernandez
The harsh reality is that many of our school districts block key social media tools in their school learning environments. This presentation will focus on teaching tools and strategies that can be used by taking social media concepts (Pinterest, Twitter, Facebook…) and merging them into student’s daily common core instruction.
The project
REVEAL focuses on verifi cation technologies, tools and strategies. It aims to develop tools, components and strategies that aid journalists and Enterprise Community
managers in identifying, assessing and verifying User Generated Content (UGC) on Social Networks.
Main Objectives
In REVEAL, we aim to reveal and analyse much more than bare content. The analysis framework for assessing the
credibility of information found in Social Networks is based on three main pillars: Contributor, Content and Context.
The analysis of the validity of Contributor concerns parameters such as trust, reputation and influence of an information source.
Content validity is expressed through parameters such as the language used, the history and possible manipulations performed on the content.
And finally, Context analysis examines whether the ‘what’, ‘when’ and ‘where’ of an online publication concur with each other.
Joint analysis of the validity of Contributor, Content and Context provides a more thorough approach for revealing truthfulness.
Challenges
REVEAL’s challenges include (but are not limited to):
- discover and analyse communities on Social Networks
- access, organise and sift through huge volumes of data from multiple Social Networks
- deduce contextual relationships
- discover provenance of information
- portray all this information in an intuitive way for users to work with
- contribute to the exercise of freedom of expression and access to information while safeguarding privacy
- doing all of this at scale and in real-time, supporting live breaking news stories.
Several technology tools are shared as well as how to use them to meet Common Core State Standards. Writing, Reading and History/Literacy Standards are addressed. Collaboration tools, Primary Source Document Sites, Blogging tools, Research and Vocabulary tools are shared as well.
Linked Data Love: research representation, discovery, and assessment
#ALAAC15
The explosion of linked data platforms and data stores over the last five years has been profound – both in terms of quantity of data as well as its potential impact. Research information systems such as VIVO (www.vivoweb.org) play a significant role in enabling this work. VIVO is an open source, Semantic Web-based application that provides an integrated, searchable view of the scholarly activities of an organization. The uniform semantic structure of VIVO-ISF data enables a new class of tools to advance science. This presentation will provide a brief introduction and update to VIVO and present ways that this semantically-rich data can enable visualizations, reporting and assessment, next-generation collaboration and team building, and enhanced multi-site search. Libraries are uniquely positioned to facilitate the open representation of research information and its subsequent use to spur collaboration, discovery, and assessment. The talk will conclude with a description of ways librarians are engaged in this work – including visioning, metadata and ontology creation, policy creation, data curation and management, technical, and engagement activities.
Kristi Holmes, PhD
Director, Galter Health Sciences Library
Director of Evaluation, NUCATS
Associate Professor, Preventive Medicine-Health and Biomedical Informatics
Northwestern University Feinberg School of Medicine
Merging Social Media Concepts Into Education #Gaetc13 Carlos Fernandez
The harsh reality is that many of our school districts block key social media tools in their school learning environments. This presentation will focus on teaching tools and strategies that can be used by taking social media concepts (Pinterest, Twitter, Facebook…) and merging them into student’s daily common core instruction.
The project
REVEAL focuses on verifi cation technologies, tools and strategies. It aims to develop tools, components and strategies that aid journalists and Enterprise Community
managers in identifying, assessing and verifying User Generated Content (UGC) on Social Networks.
Main Objectives
In REVEAL, we aim to reveal and analyse much more than bare content. The analysis framework for assessing the
credibility of information found in Social Networks is based on three main pillars: Contributor, Content and Context.
The analysis of the validity of Contributor concerns parameters such as trust, reputation and influence of an information source.
Content validity is expressed through parameters such as the language used, the history and possible manipulations performed on the content.
And finally, Context analysis examines whether the ‘what’, ‘when’ and ‘where’ of an online publication concur with each other.
Joint analysis of the validity of Contributor, Content and Context provides a more thorough approach for revealing truthfulness.
Challenges
REVEAL’s challenges include (but are not limited to):
- discover and analyse communities on Social Networks
- access, organise and sift through huge volumes of data from multiple Social Networks
- deduce contextual relationships
- discover provenance of information
- portray all this information in an intuitive way for users to work with
- contribute to the exercise of freedom of expression and access to information while safeguarding privacy
- doing all of this at scale and in real-time, supporting live breaking news stories.
Several technology tools are shared as well as how to use them to meet Common Core State Standards. Writing, Reading and History/Literacy Standards are addressed. Collaboration tools, Primary Source Document Sites, Blogging tools, Research and Vocabulary tools are shared as well.
Linked Data Love: research representation, discovery, and assessment
#ALAAC15
The explosion of linked data platforms and data stores over the last five years has been profound – both in terms of quantity of data as well as its potential impact. Research information systems such as VIVO (www.vivoweb.org) play a significant role in enabling this work. VIVO is an open source, Semantic Web-based application that provides an integrated, searchable view of the scholarly activities of an organization. The uniform semantic structure of VIVO-ISF data enables a new class of tools to advance science. This presentation will provide a brief introduction and update to VIVO and present ways that this semantically-rich data can enable visualizations, reporting and assessment, next-generation collaboration and team building, and enhanced multi-site search. Libraries are uniquely positioned to facilitate the open representation of research information and its subsequent use to spur collaboration, discovery, and assessment. The talk will conclude with a description of ways librarians are engaged in this work – including visioning, metadata and ontology creation, policy creation, data curation and management, technical, and engagement activities.
Kristi Holmes, PhD
Director, Galter Health Sciences Library
Director of Evaluation, NUCATS
Associate Professor, Preventive Medicine-Health and Biomedical Informatics
Northwestern University Feinberg School of Medicine
This is the presentation that was given on March 5, 2010 at the Lower Hudson Regional Information Center's Tech Expo at the Edith Macy Conference Center.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
15. • demonstrate independence
• build strong content knowledge
• respond to varying demands of audience, task, purpose and
discipline
• comprehend as well as critique
• value evidence
• use technology and digital media strategically & capably
• come to understand other perspectives & cultures
16. Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information
efficiently, and they integrate what they learn using
technology with what they learn offline. They are familiar
with the strengths and limitations of various technological
tools and mediums and can select and use those best
suited to their communication goals.
17. Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information
efficiently, and they integrate what they learn using
technology with what they learn offline. They are familiar
with the strengths and limitations of various technological
tools and mediums and can select and use those best
suited to their communication goals.
18. OVERVIEW OF STANDARDS
•3 sections
• Strands
• CCR anchor standards
• Grade specific standards
•K - 5 apply to all disciplines
•6 - 12 has 2 specific sections
19. READING THE STANDARDS
• First initial identifies the standard
• Second number identifies the grade
• Third number represents the specific standard
RH.6-8.7
21. READING HISTORY/SS
GRADE 6-8
STANDARD 7
RH.6-8.7
Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in
print and digital texts.
22. READING
Anchor Standard 7
Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in
words.
26. Compare and contrast a text to an
audio, video, or multimedia version of the
RI.7.7 text, analyzing each medium’s portrayal
of the subject (e.g., how the delivery of a
speech affects the impact of the words).
ext
ll t e
Fu th
of ch
spee
27. WRITING
Anchor Standards 6 and 8
#6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others
#8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information, while avoiding plagiarism.
28. IDEAS AND EXAMPLES
WHST.6-8.6
Use technology, including the Internet, to produce and publish
writing and present the relationship between information and
ideas clearly and efficiently.
29. IDEAS AND EXAMPLES
WHST.6-8.6
Use technology, including the Internet, to produce and publish
writing and present the relationship between information and
ideas clearly and efficiently.
30. WHST.9-10.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
31. WHST.11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
32. WHST.11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
33.
34. CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and
integrate the information, while avoiding plagiarism.
35. CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and
integrate the information, while avoiding plagiarism.
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
36. CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and
integrate the information, while avoiding plagiarism.
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced search
terms effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
37. CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and
integrate the information, while avoiding plagiarism.
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced search
terms effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced search
terms effectively; assess the strengths and limitations of each source in terms of the specific task,
purpose and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
38. SPEAKING AND LISTENING
Anchor Standards 1, 2 and 5
#1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
#2. Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
#5. Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
39. IDEAS AND EXAMPLES
SL.8.2
Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
40. IDEAS AND EXAMPLES
SL.7.5
Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
What Democracy
Means to Me
This Day in History
43. Questions?
Linda Brandon
lbrandon@lakelandschools.org
Editor's Notes
This session is for those who are unfamiliar with common core. will provide and overview of what they say and specifically, about technology. this presentation deals ONLY with ELA standards, not math. will provide broad brush overview of standards, drill down to those that specifically refer to or lend themselves to Technology Integration and will provide examples or tools that help you address the standards. It will be a dialog, not a lecture. I am hoping for you to participate. Let’s start by opening up todaysmeet.com/cct and if you have an ipad or other device, give me some feedback about the common core.\n
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The introduction to the standards explain how the project was developed in order to create the next set of standards that could be used nationwide, that would help ensure that all students are college and career ready in literacy no later than the end of high school. The committee that designed the standards had standards of their own. A particular standard was only included if it was deemed essential for college and career readiness in a 21st century, globally competitive society. Lays out the vision of what it means to be a literate person in the 21st century.\n
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Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
Not treated as a separate subject\n
common core standards describe the student who is college and career ready\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
students who are college and career ready\nlet’s look at that bullet about technology more closely\n
\n
Three sections: 1. K - 5, and then 2 content specific sections for 6 - 12, one for ELA and one for History, SS, Science and technology subjects. \nEach section has strands: K - 5 and 6 - 12 ELA have Reading, Writing, Listening and Speaking and a Language section and 6 - 12 History, SS, Science and Tech have Reading and Writing sections. However, the Common Core recognizes that all subject areas incorporate ELA skills. So whereas there are SPECIFIC grade level standards for Reading and Writing for History, Social Studies, Science and Technology, and there are NOT for Speaking and Listening, the 6 - 12 Speaking and Listening Standards are quite relevant for teachers of Social Studies. We’ll look at those specific standards that relate specifically to technology.\nEach strand has strand-specific set of CCR Anchor Standards that are identical across all grade and content areas. Each CCR Standard has an accompanying grade specific standard translating the broader statement into grade appropriate year end expectations. In the 6 - 12 section the grade specific standards are tuned toward the particular discipline.\nCode for reading standards: The first initial tells what strand and standard. For example: R is for Reading but there are two R’s: RL and RI.\nNext is the grade level and then the grade specific standard.\nfor grades 6 - 12 there RS (science and technology) and RH (history and social studies) and WHST history science and technology\n\n
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In the Anchor reading standards, basically recognizes that visual and multimedia contribute to the meaning, tone, or beauty of a text in terms of literature, or that multimedia elements, illustrations, graphs, etc, contribute toward understanding.\n
Online reading comprehension not addressed. As our students do more and more reading online, we need to assess how they are reading online. Is their understanding the same? How is reading hypertext different from reading linear text? Are our students reading successfully and for understanding when they read online? What happens when our assessments are online? Should the common core design team addressed this issue? Doesn’t say anything about eBooks, which is becoming HUGE. Ability to annotate, look up words, etc. when reading on devices like Nook, Kindle, iPad.\n
In addition, are we addressing the evaluative aspect of reading when done online? \n
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Be prepared as a teacher when using these audio clips. this one is preceded by a minute and a half of “talking” - advertising, etc. if you can download the clip, do that and have it readily available. we don’t have time in class to waste even a minute and those minutes add up.\n
Two of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
animoto\nslide rocket\npodcasts\nmovies\n
In the middle and high school grades the shift goes to shared writing. Google Docs, wikispaces, google sites come to mind.\n
One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
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Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
Even though the 6 - 12 Standards for Literacy in History/Social Studies, Science and Technology do not specifically say anything about Speaking and Listening, there are three standards that are quite relevant to students of the social sciences. Standard 1 recognizes the need for communication and collaboration with diverse partners. Technology’s capacity to allow for communication with people all over the world helps us address that standard much more easily than we could have 10 years ago.\n
for middle school students this can mean analyzing primary source materials, including audio, video and other multimedia and evaluating how the media used influences the message conveyed. For example, the Library of Congress has a vast digital collection. One interesting section is on advertising and an analysis of a very famous coca cola campaign. This is when television was beginning to be recognized as a force that could really reflect society. \n
our middle school students have posted hundreds of podcasts and vodcasts on a variety of topics. They do PSA’s in their ELA classes on subjects such as bullying, internet safety, video game addiction, eating disorders and how the media influences their lives. In seventh grade social studies students create podcasts on eras in American History, What Democracy means to me, and the “This day in history podcast.” In addition, the seventh grade Spanish students create podcasts in Spanish to help with fluency and conversational Spanish.\n