Technology Proficient
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The document shares the presenter's experience learning about computers through self-teaching and exploration of websites before taking a class. In the class, the presenter learned to use a Mac, create blogs and webpages, work collaboratively with group members, and become more confident and comfortable using technology tools. The presenter now feels proficient in technology and able to teach others about the class.
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Technology Proficient
The document shares the presenter's experience learning about computers through self-teaching and playing games online before taking a class. In the class, the presenter learned to use Macs and create blogs and webpages. Working with a group, the presenter created a digital safety and privacy lesson and webpage. The presenter became more confident and comfortable using technology and can now teach others.
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The document is a presentation by Dianna Payumo about her learning journey with technology. It describes how she initially learned about computers through self-exploration and playing online games. While this gave her surface-level knowledge, she felt alone and that there was more to learn. In her computer literacy class this semester, she learned how to use Macs and create blogs, webpages, and lesson plans by working with her group members. She now feels confident and comfortable using various technology tools and is ready to incorporate what she learned as a future teacher.
Technology Proficient Professional Presentation
The document is a presentation by Dianna Payumo about her learning journey with technology. She began by playing online games and learning the surface level of computers on her own. Through taking a class, she learned to use Macs and technology tools like blogs, webpages, and lesson plans both independently and collaboratively with her group members. She became more confident and comfortable with technology and looks forward to applying what she learned as a future teacher.
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Technology Proficient
The document shares the presenter's experience learning about computers through self-teaching and playing games online before taking a class. In the class, the presenter learned to use Macs and create blogs and webpages. Working with a group, the presenter created a digital safety and privacy lesson and webpage. The presenter became more confident and comfortable using technology and can now teach others.
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The document is a presentation by Dianna Payumo about her learning journey with technology. It describes how she initially learned about computers through self-exploration and playing online games. While this gave her surface-level knowledge, she felt alone and that there was more to learn. In her computer literacy class this semester, she learned how to use Macs and create blogs, webpages, and lesson plans by working with her group members. She now feels confident and comfortable using various technology tools and is ready to incorporate what she learned as a future teacher.
Technology Proficient Professional Presentation
The document is a presentation by Dianna Payumo about her learning journey with technology. She began by playing online games and learning the surface level of computers on her own. Through taking a class, she learned to use Macs and technology tools like blogs, webpages, and lesson plans both independently and collaboratively with her group members. She became more confident and comfortable with technology and looks forward to applying what she learned as a future teacher.
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Noreen enrolled in an online course to gain teaching credits and enhance her skills in bringing technology into the classroom. She found the independent work frustrating at first with many bumps and roadblocks. Through exploring resources like Edmodo, Rubistar, and multimedia tools, she was able to create an online learning environment for her students and learn how to incorporate assessments. While it was a difficult journey, Noreen concluded she had learned a lot and would take another online course to continue developing her skills with wikis and blogging.
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2. Hiwet found learning to use an iPod, social media platforms like Facebook and Twitter, online games, and bookmarking sites helped expand her learning beyond her usual individual style.
3. By the end of the class, Hiwet felt more comfortable with social technologies and believed they would continue to help her learning and life even after the class ended. She planned to keep using iPods, social networks, and bookmarking tools.
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After completing a unit plan, the author felt accomplished and enjoyed the process more than originally anticipated. They were initially fearful of building a robot but it became their favorite part and pushed them out of their comfort zone. Creating a video assignment made the author nervous but they were proud of the final product. The author believes using social media like Facebook and Twitter in the classroom will benefit students by allowing discussion on familiar platforms and providing teaching feedback. They created a webquest to evaluate students in a non-test format which reduced their own test anxiety. Overall, the author feels learning to incorporate technology into teaching will benefit both them and their students.
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This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
1) Akwoung was surprised by their learning preference survey results but feels they accurately reflect a preference for visual learning.
2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
3) Mini-lectures and interactive activities helped Akwoung learn the most by accommodating multiple preferences.
4) The iPad, games/MMORPGs, and multimedia provided engaging ways to actively and sequentially learn through visuals.
5) Akwoung will continue using the iPad for its
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Andrés initially felt scared that using computers for learning would be difficult, but realized tools like slideshares and podcasts can make the process easier. He has learned how to upload slideshares to blogs and websites, and how to create and share podcasts. Andrés believes computers are useful for both learning and teaching by providing a wealth of information and allowing online classes for students unable to attend in person, but emphasizes they must be used constructively.
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The document discusses why the author chose to focus their quiz on internet safety. While internet safety can be a scary topic, the author wants people to be aware of online dangers. They made a presentation on internet safety at the start of the year and now wants to further their knowledge on the topic by creating a quiz. The author notes they need to avoid things that are too scary, use a mix of easy and hard questions, and back up any "ask the audience" questions with evidence like graphs.
Blogging for Techno Geeks
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The document summarizes a student's first week participating in the SMACAD program. It describes the student establishing accounts on various platforms, completing assignments that involved posting questions to social media and creating additional accounts. The student reflects on learning through the exercises and classmates' contributions.
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Amy found all the tools she learned about in her course to be useful. She shared the wiki with coworkers and used blogs successfully in her classes. Her favorite tool was the blog, which caught on well with her students for communicating in Spanish. Her only challenge was feeling apprehensive sharing the wiki with teachers, but the feedback she received was positive. Amy appreciated the flexibility of online learning, which allowed her to work before and after a trip. She created a wiki, RSS feed, blog, and Animoto video to apply what she learned.
Becky
This document discusses various online tools that can be used in the classroom to engage students and facilitate learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way to keep in touch with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is proposed as a way for students to leave comments at the end of a course.
Becky
This document discusses various online tools that can be used in the classroom to engage students and support learning. It describes tools like Google Translate and Image Labeler that allow students to practice vocabulary, as well as Wordle for presenting and revising vocabulary. Moodle is mentioned as a way for teachers to stay connected with students and assign homework. Other resources highlighted include Delicious for finding supplementary materials, Slideshare for sharing presentations, and Screenhunter and Irfanview for creating classroom activities and materials. Wallwisher is presented as a potential tool for student comments and reflections.
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The document describes the author's experience developing and teaching their first online course based on the monomyth or hero's journey structure. They were initially reluctant but were convinced by their chair who offered support from instructional designers. While there were technical challenges, the author ultimately found the experience positive and learned that they could teach online effectively and reach more students, so they decided they would be open to teaching another online course in the future.
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Beth learned how to create and use several new tools for sharing information online, including a wiki, RSS aggregator, blog, and web publishing tools. She found the tools to be very user-friendly and sees great potential for using them in both her personal and professional life to help coordinate plans and share resources. Specifically, she thinks a teacher blog would be useful for sharing ideas and successes with other teachers in her district.
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Itce 299 project
1. The student took a class on using multimedia technologies like iPods to learn. At first, the quizzes were easy but got harder over time as assignments required more steps.
2. By the end of the class, the student realized their learning preferences changed and they learned the most from technologies like downloading music and using social networks on iPods.
3. The student found iPods and tablets the most interesting and useful to explore because technology is increasingly important and convenient in everyday life.
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1. Crystal took a learning preference survey and initially thought she preferred verbal learning but now believes she learns better using other methods after taking this class.
2. Crystal chose the "Learning Sage" pathway but now thinks she should have chosen "Learning Warrior" to focus more on specific technologies.
3. Social bookmarks and podcasts helped Crystal broaden her understanding of how they work, though she remains unsure if podcasts protect privacy enough to use regularly.
I4 ed summative project
Tom Affleck discusses what he has learned through blogging about new internet topics 2-3 times per week and reading other bloggers' posts on his RSS feed about the same subjects. This helped him improve his personal learning network and made him more comfortable sharing his thoughts and communicating with others. He recognizes the significant impact of technology on education and the importance of keeping students engaged through tools like videos, infographics, and mobile devices. The class helped open his eyes to different ways of connecting online and introduced him to technologies he is excited to use in his teaching.
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Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
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In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Technology Proficient
- 1. Many of us have stories to share
- 2. With so many things to care
- 3. So I decided to take the dare
- 4. And within 5 minutes I have to spare
- 5. And I will keep it nice and fair
- 6. With this presentation, I give you my share
- 7. Let us begin with your attention to bare.
- 8. Before this class, I learned everything about computer through experience
- 9. I thought I knew just enough about the use of technology
- 10. Spending hours of learning, exploring and being fascinated
- 11. Little that I know I was learning what’s only on the surface.
- 12. I was attracted to websites that you can have fun that was free
- 13. spent hours of playing games online
- 14. Being in front of the computer all the time
- 15. I wasn’t able to learn anything beyond past the surface.
- 16. I continued & I learned as I go Without any help I felt alone but
- 17. Taught myself how to use Mac Along with many things
- 18. At the beginning of this semester
- 19. I transition everyday from using a PC…
- 20. To a Mac…
- 21. I learned how to use…
- 22. I created my own blogs
- 23. We created a webpage to learn & teach
- 24. I love my group members because …
- 25. There are times I get frustrated…. But my group members & I figured things out together.
- 26. We worked together to create this webpage
- 27. We created a lesson plan together We
- 28. We learned at the same time
- 29. At the end I reflect back on the things I have learned
- 30. I became confident & comfortable When using technology tools…
- 31. I learned to practice digital safety & privacy when I’m at home
- 32. I can sit back Relax & enjoy
- 33. Knowing I have become technology proficient.
- 34. Now I can tell people about this class
- 35. That brings an end to my sharing… Thank you for baring with me