technology user instruction
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Sildes for LS 408 User Instruction class at GSLIS at Simmons College, Spring 2008, Instructor: Piroli.
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Conole Prie Workshop
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Exploring Web 2.0 to support online learning communities: where technology me...
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
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The document discusses the use of information and communication technologies (ICT) to support English language learning. It defines ICT as technologies used to convey information and facilitate communication. ICT allows for autonomous learning, flexibility in learning, and collaboration between students. When using ICT, teachers should consider students' familiarity with technology and choose age-appropriate materials that support learning objectives. ICT can enhance learning across different skills such as writing, reading, listening and speaking when the right tools are selected.
High Schools New Face (Tues)
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
Integrating Web 2.0 Tools in the Math Classroom
This document provides an overview and agenda for a presentation on using Web 2.0 tools in mathematics classrooms. The presentation goals are to provide an overview of Web 2.0, discuss why these tools should be used in the classroom, and explore ideas for how to incorporate them into mathematics teaching. Examples of Web 2.0 tools that could be used include blogs, wikis, podcasts, and online documents.
Technology and curriculum issues day 4 vikki bridgewater nr
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
KOTESOL 2007 Presentation
The document discusses a study on technology overload in teacher education. It summarizes an online graduate course on computer-assisted language learning (CALL) taught in 2006. Five out of eight students wrote about feeling frustrated by too much information, not being able to find things, and not knowing where to put things. Interviews revealed frustration was due to time constraints, procedural errors, and group work, but was lessened by personal attention, connections with others, and relevance to work. A later survey found most respondents sometimes feel overwhelmed by technologies, though personal support, pacing, reflection, and hands-on experience can help mediate this. The conclusion is that while buzzwords seem magical, proper support allows teachers to learn quickly without feeling overwhelmed.
Web 2.0 And English
Exploring the most common Web 2.0 tools, their implications for teaching and learning and some examples in a NZ context.
Web 2.0 And English
This presentation makes us aware of how important it is to use nowadays technologies in our teaching.
Microblogging
The document reviews several microblogging tools that can be used for language learning, including Twitter, Plurk, and Edmodo. It discusses the key features of microblogging like brevity, mobility, and real-time sharing. Benefits of using microblogging in the classroom include practicing language skills, continuing discussions inside and outside of class, and increasing interaction and fluency. Tips are provided on how to use tools like Twitter and Plurk for classroom activities and language exercises.
BYOD pd for blog
Advise student to report theft to police and dean. Continue with lesson without device.
Integrating technology
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
Social web and language learning
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
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Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]
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When mass digitization of books started in the mid-2000s, several libraries and researchers saw this as a boon to general research. After almost a decade of working with these texts it is important to examine the textual integrity of the files that are provided through services like Google Play and The HathiTrust. This paper will explore the quality of the plain text files of George Herbert’s "The Temple: Sacred Poems and Private Ejaculations" available through these online repositories when compared to the original manuscript. There are currently seven editions of the book listed on Google Books as free eBooks and about 15 versions available at HathiTrust.org. "The Temple" was chosen as it includes concrete poetry and has a varied publishing history. The text, across its varied editions, will give a clear indication of how well these digital repositories provide access points to the text beyond the basic scan of the physical page. The paper concludes with a discussion of the limitations of the texts that were found to have been included in the mass digitization programs.
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This document outlines the proposed course sequence for an Electronic Publishing Concentration at Emerson College. The concentration includes courses that cover electronic publishing overviews, creating and managing web content, online marketing and publicity, and advanced digital publishing. The courses teach skills for planning, designing, and producing content for online channels using new publishing tools. Graduate and undergraduate expectations and assignments are also outlined.
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Emerson College PB 692 class 1 Fall 2008
The document provides an overview of an electronic publishing course, including its objectives, format, policies, readings and assignments. The course aims to teach students about various methods of digital publishing and provide a basic understanding of planning, developing and managing digital content. Topics include e-books, content management, interactive design and project management. Students will learn both theoretical and practical skills for conceiving, designing and publishing online content.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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technology user instruction
- 1. Technology in User Instruction User Instruction April 1, 2008
- 2. Who are your users? (and how do they use technology?)
- 3. Understanding the User Figure 1 from Marshall, Todd. “A New Approach to Understanding the Digital Divide : Why Two Levels are Not Enough.” Conversants vol. 1, 2008. Available at http://conversants.syr.edu/2008/01/24/marshall-2008-1/
- 7. What Technology is out there? Thank you Read/Write Web
- 21. Case Study Electronic Publishing, WP692, Emerson College Fall 2007
- 25. 868 links!! 1 semester 12 students
- 26. 868 links tagged by subject and grouped by class
- 27. 1,043 links for Spring 2008 class
- 30. Problems & Concerns When technology goes bad it hurts us too.
- 40. Slides Available Online http://www.slideshare.net/rodzvilla/technology-user-instruction