The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
Expanding Borders - Growing beyond just the next popular tech stackJanco Wolmarans
The tech landscape is changing faster than ever, and this trend is only accelerating. How do technical people grow when the world is changing faster than you can finish your next cup of coffee? How does one keep up? What should you learn? Are there things we can focus our learning efforts on besides just the next tech flavour of the month? This talk will explore some areas of learning that technical people might not intentionally consider. These areas focus on higher-level concerns, with slower rates of change, which can help technical people develop into more well-rounded individuals.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
Expanding Borders - Growing beyond just the next popular tech stackJanco Wolmarans
The tech landscape is changing faster than ever, and this trend is only accelerating. How do technical people grow when the world is changing faster than you can finish your next cup of coffee? How does one keep up? What should you learn? Are there things we can focus our learning efforts on besides just the next tech flavour of the month? This talk will explore some areas of learning that technical people might not intentionally consider. These areas focus on higher-level concerns, with slower rates of change, which can help technical people develop into more well-rounded individuals.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
This presentation was given at the The Education Show, in Melbourne in August 2011. It shows the use of effective technology in the classroom to empower learning.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
This presentation was given at the The Education Show, in Melbourne in August 2011. It shows the use of effective technology in the classroom to empower learning.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. The dots...
• What is technology literacy?
• Why is it important?
• How do we teach it today? Can we do
better?
• How does tinkering work as a model of
learning?
• Bringing it all together
3. What is technology
literacy?
• Computers or more?
• NAEP says technology literacy should
cover “the designed world”
• 49 of the 50 states have technology literacy
goals and standards; more than 80 percent
of the states have adopted, adapted, or
referenced ISTE National Education
Technology Standards (NETS)
4. SETDA says...
• Technology literacy is “…the ability to
responsibly use appropriate technology to
communicate, solve problems, and access,
manage, integrate, evaluate, and create
information to improve learning in all
subject areas and to acquire lifelong
knowledge and skills in the 21st century.”
5. 3 Interconnected
Abilities
Knowledge
• Vocabulary, recognition, history, tradeoffs, constraints
Critical thinking and decision making
• Inquiry, analysis, systemized thinking
Capabilities
• skills, information gathering, troubleshooting, fixing
things, offer solutions, design process
from National Academy of Engineering (NAE) and National Research Council
7. Why is technology
literacy important? or
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-
9. If “doing” is the key connector between
the three aspects of tech literacy, we
need a theory of learning that
emphasizes “doing”
not lecturing... not a checklist... not testing.
10. Constructionism
• Seymour Papert - collegue of Jean Piaget
• Based on constructivisim
• Children learn by discovering a world
view piece by piece, building on what
they already know and can do
• Making things in the real world cements
this knowledge
11. Making things is better than being passive
Making good things is even better
Knowledge is a consequence of experience
Gary Stager
14. Project-based Learning
1. PBL projects are central, not peripheral to the
curriculum
2. PBL projects are focused on questions or problems
that drive students to encounter (and struggle with)
the central concepts and principles of a discipline
3. Projects involve students in a constructive investigation
4. Projects are student-driven to a significant degree
5. Projects are realistic, not school-like
J.W. Thomas - A Review of Research on Project-based Learning (2000)
16. Dots so far...
• Technology literacy is important
• Technology literacy is multi-
dimentional and “doing” is central
• Constructionism is a theory of
learning that emphasizes doing
• PBL is a classroom methodology that
supports constructionism and doing
17. Tinkering as a form of
PBL
• Bricolage - French for tinkering, using found
objects, playfulness in creation.
• Papert defined two styles of problem
solving: analytical and bricolage
• School only honors one style
• McGyver, Apollo 13
• DIY, HGTV, Make magazine
18. "The bricoleur resembles the painter who stands back
between brushstrokes, looks at the canvas, and only
after this contemplation, decides what to do next."
- Sherry Turkle
19. Tinkering School - TED Talk
Gever Tully
http://www.ted.com/talks/
gever_tulley_s_tinkering_school_in_action.html
20. no set curriculum
no tests
lots of stuff
lots of tools
real tools
immersive
time
how to make things
deep realization that they can figure things out
nothing turns out as planned
every step is valuable
just start building
fully committed to project at hand
success is in the doing
failures are celebrated and analyzed
child-appropriate response to frustration
all materials useful
22. Sustained Silent Reading (SSR)
• Free access to lots of different kinds of books
• Minimum censorship. Comic books and magazines are OK; hard
and easy books fine
• More often and short is better than long, but rare
• No tests, book reports, logs,
comprehension quizzes
• Comfortable space to read
• The teacher reads too
• For all kids, not a reward or
remediation
• Supplement with interesting
experiences about reading – trips to
library, discuss literature, conferences,
etc. (not skill building)
• Good readers tend to be narrow
readers (they stick to one genre)
• Look for “home run” books
23. Sustained Technology
Tinkering
• Free access to lots of different kinds of
software and hardware
• The teacher works on computer projects too
• No tests, reports, logs, quizzes
• Comfortable space to read work on
computer projects
• Follow their passions
• Collaboration
30. • Use technology to test ideas
• Take risks
• Reflect, refine
• Assessment = does it work, is it
interesting, is it beautiful
31. Connect the dots
research, learning theory, practice, outcomes
Assessing Technology Literacy:
The Case for an Authentic
Project-based Approach
http://genyes.com/freeresources/
32. Contact information
• Sylvia Martinez, President
• Generation YES, a non-profit 501c3
• email: sylvia@genyes.org
• URL: www.genyes.org
• Blog: blog.genyes.org
• Twitter: smartinez
Editor's Notes
\n
\n
\n
\n
each leads to the other\n
\n
\n
\n
evolution of “business”\nOffice products\nskill testing\nchecklist\n
Seymour Papert - student of Jean Piaget\n Based on constructivisim\n Children learn by discovering a world view piece by piece, building on what they already know and can do\n Making things in the real world cements this knowledge\n
\n
\n
\n
Thomas\n
\n
\n
\n
\n
no set curriculum\nno tests\nlots of stuff\nlots of tools\nreal tools\nimmersive\ntime\nhow to make things\ndeep realization that they can figure things out\nnothing turns out as planned\nevery step is valuable\njust start building\nfully committed to project at hand\nsuccess is in the doing\nfailures are celebrated and analyzed\nchild-appropriate response to frustration\nall materials useful\n
\n
\n
Stephen Krashen\n
I’ve skipped over some hard questions…\n But not everything seems to perfectly translate. In FVR, the students are allowed to read pretty much anything (within reason). But for technology, I certainly would hope that aimless surfing or watching random YouTube videos isn’t what happens.\n Is this being hypocritical? Is this just a way for me to pass judgement on applications that I like and think are “important” vs. ones I deem trivial and a waste of time? If I say, “no games” – am I just doing the same thing as a teacher demanding that kids only read “good” books for SSR, and thereby undermining the process?\n
\n
Old design model\n
New design model.\n
Design changed in the 80‘s - what happened?\n
Design changed in the 80‘s - what happened?\n
Tinkering on a large scale made possible by computers\n
Assessment becomes feedback, guidance in the act of teamwork\n