EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
This presentation is posted with permission by Doug Johnson who created it. It was presented on March 21st as part of the EdTechConnect series of webinars the Discovery Educator Network (DEN). For more information about Doug Johnson, visit doug-johnson.com. For more information about the DEN, visit DiscoveryEducatorNetwork.com
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Usually I tend to look at emerging technologies to improve education and training, so it was interesting for me to run into this presentation from July 19, 1996.
Information and Communication Technology (ICT) is a generic term referring to technologies which are used for collecting, storing, editing and passing information in various forms.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/thanksgiving
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://teacherrebootcamp.com/2015/09/19/pirate/
This presentation is posted with permission by Doug Johnson who created it. It was presented on March 21st as part of the EdTechConnect series of webinars the Discovery Educator Network (DEN). For more information about Doug Johnson, visit doug-johnson.com. For more information about the DEN, visit DiscoveryEducatorNetwork.com
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Usually I tend to look at emerging technologies to improve education and training, so it was interesting for me to run into this presentation from July 19, 1996.
Information and Communication Technology (ICT) is a generic term referring to technologies which are used for collecting, storing, editing and passing information in various forms.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/thanksgiving
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://teacherrebootcamp.com/2015/09/19/pirate/
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://shellyterrell.com/halloween
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/humor
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/images
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/ells & http://americantesol.com/blogger/hispanicheritage2016/
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
The contemporary classroom now contains a range of technology such as iPads, desktops, notebooks, interactive whiteboards, wireless connectivity to networks and the internet. Can that technology enhance positive behaviour characteristics and lessen the need for teachers to move into traditional models of behaviour management?
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
1. The Toolbelt Ira David Socol Michigan State University Share with credit. 2008, 2009 Ira David Socol For contact information http:// speedchange.blogspot.com /
2. "Toolbelt Theory" suggests that we must teach our students how to analyze tasks, the task-completion environment, their own skills and capabilities, an appropriate range of available tools… and let them begin to make their own decisions
3. • Break the dependence cycle • Develop lifespan technology skills • Limit the impact of limitations • Empower student decision making • Prepare students for life outside of and beyond school
4. Students are taught a specifically ordered version of Joy Zabala's SETT Framework (Skills, Environment, Tools, Tasks). Specifically ordered because, in human experience, the choice of tools is always Task - dependent.
5. Task. At the most basic, I need to know if I need to cut wood or join it before I start looking for a tool to use.
6. Environment is next because it makes a huge difference whether I am cutting the wood in my garage or in a forest and whether I am cutting the wood to burn or use to build a cabinet.
7. Then, I need to know my Skills – Am I strong? Am I exhausted? Is my right hand broken? Am I simply a danger to myself and others with power tools?
8. Once I know all of that, I need to know which Tools exist – if I have never seen a chainsaw, as many dyslexic students (for example) have never seen a good digital reader, I will spend long hours hacking ineffectively with an axe.
10. Task 1. What needs to be done? (when possible, break the task down into component parts)
11. Environment 1. Where must this be done (or is typically done)? 2. Under what time constraints? 3. What is the standard method of task completion?
12. Environment 4. How does the person with the disability interact within this environment? 5. Who is the task being done for? (specifics of teacher, employer, other expectations)
13. Skills 1. What specific strengths does the person with the disability bring to this task? 2. What specific weaknesses interfere with that person's ability to complete the task? 3. What is that person's "tool acquisition aptitude" and what tools are they currently comfortable with?
14. Tools 1. What tool best "bridges the gap" between the current skill set and what is needed for task completion? 2. If the tool is not already "in the toolbox" (the person has been successfully trained in its use), how does the environmental timeline match with the needed learning curve?
15. Tools 3. If it is not possible to use the "best tool" within this environment what is the "back-up tool"? How do we pre-train so the best tool can be used the next time?
17. Up-to-date technology • Schools can not continue to prepare students to use 20th Century technology • They must be preparing students to use the technology that will be around in the next decade.
18. Is the technology in your school… • Up to that used in most major retail stores? • Up to that used in most offices? • Ubiquitous technology
19. • Specialized technology is always more expensive, and more difficult to use “everywhere” • The mobile phone, the PocketPC, Google-based solutions, Microsoft-based solutions, Firefox-based solutions, are less expensive and everywhere at the start.
20. Up-to-date technology • Schools can not continue to prepare students to use 20th Century technology • They must be preparing students to use the technology that will be around in the next decade.
21. Start by asking: Does your school… • Ban mobile phones? • Ban mp3 players even when students are working individually? • Have all available free Assistive Technology installed on all computers?
22. Why is school, especially in the US, the least technologically equipped environment many of your students will be in all day? Why does school actually prevent students from developing their own – perfectly reasonable – solutions… such as baseball caps which focus attention and keep your eyes away from flickering fluorescent lights?
23. Choices of hardware and software readily available • Students must make their own selections and learn how to evaluate • Start small at young ages, and move up to discovering the world
24. Start by asking: Does your school… • Have various keyboards and mice for students to choose from? • Have more than one form of literacy technology? • Encourage a choice of calculators?
25. Willingness to allow failure • Without failure there is very little learning. • Make failure “low cost” – learn from the world of video games • Failure now beats failure later.
26. Start by asking: Does your school… • Encourage all students to try differing methods of reading? • Of writing? • Have assessment method choices? • Allow choices of seating?
27. Instructional tolerance • Accepting loss of classroom control • Accepting that all students will learn their own ways to do things • Emphasizing “what” instead of “how”
28. Start by asking: Does it matter… • “how” a book is “read”? • “how” a paper is “written”? • “how” a student “gets to” a math answer if the concept is understood?
29. Does your school… • Privilege methods? Does anyone in your school ever ask a student… • “What if the computer breaks?” • “What if the power goes out?”
33. Mark Haddon The Curious Incident of the Dog in the Night-time “All the other children at my school are stupid. Except I'm not meant to call them stupid, even though this is what, they are. I'm meant to say that they have learning difficulties or that they have special needs.
34. “ But this is stupid because everyone has learning difficulties because learning to speak French or understanding relativity is difficult and also everyone has special needs, like Father, who has to carry a little packet of artificial sweetening tablets around with him to put in his coffee to stop him from getting fat,
35. “ or Mrs. Peters, who wears a beige-colored hearing aid, or Siobhan, who has glasses so thick that they give you a headache if you borrow them, and none of these people are Special Needs, even if they have special needs.”
43. The goal is to empower students to continuously assess their changing needs and the ever changing technological environment that surrounds them, and allow them to build their own toolbelts of appropriate solutions to their life challenges.
44. The student with reading issues will likely need differing solutions for differing tasks for different instructors. She might watch a video of a Shakespeare play, listen to an audiobook of Joyce, need a simple computer reader with annotation capabilities for textbook reading, use a reading pen for a restaurant menu, and require a high-tech literacy support program for testing.
45. A student with math issues might require just his mobile phone calculator for work and a downloadable computer graphing calculator for homework, but may need to know to transfer data that he cannot write accurately from the teacher's calculator if that teacher distrusts the technology or suspects cheating whenever high-tech gadgets appear.
46. A student with writing problems might use speech recognition at home but type fastest using a mobile phone's word prediction for in-school answers.
47. There is not one answer. Tool choice is based in task, needs, environment, prior knowledge, availability, fashion, a sense of self, and the vagaries of what makes one person comfortable but not another, among many other things.
48. One AT device for each “issue” is as limiting as would be a toolbox with one saw, one screwdriver, and one crescent wrench.
49. Data-Based Decision-Making In tracking task success students can learn to look at direct results (improved test scores), indirect results (less time required for task completion), and affective indicators (improvements in mood, self-image, stress levels).
50. Students need to be taught that all of these things matter, and will determine what assistive devices they use in the same way it determines their choice of mobile phone or mp3 player.
51. We are trying to develop students who prepared for independence and life after school. Who are ready to make their own data-informed decisions throughout their life as their needs and the world – and technology - changes.
55. Technology Comfort Must have time to play with solutions Must have differentiated tech instruction
56. Real Technology Support School tech support which encourages access and doesn’t block it. School tech staff trained in education.
57. Technology Access Neither teachers nor students can experiment if web-access and downloading are blocked or severely limited.
58. Our roles as special needs practitioners will change dramatically. We will become less doctors and chemists/pharmacists, and more librarians and advisors and personal trainers.
59. And our students will change from helpless and dependent to powerful and self-reliant.
60. Prepared to succeed in education, careers, and life, in their own independent futures, even as the world changes rapidly around them.
61. Basics Google Docs Google Calendar Firefox plus Add- Ons Skype VoiceThread (non-synchronous multi-modal conversations) Webspiration (online visual organizer) Ghotit (the best spellcheck system) SMS Blogs Social Networks Mobiles
62. On Line Text-To-Speech http://vozme.com/ http://spokentext.net/ http://www.yakitome.com/
67. Simple Mac OS TTS Open System Preferences - it’s the fourth item in the Apple menu. In the “System” section, usually about the fourth line of icons, there is an icon labeled “Speech” which looks like an old fashioned microphone. Click on the Speech icon.
68. Simple Mac OS TTS Select any key combination that isn’t already used for something else. Now all you need to do is select some text in an application - I suggest you try it first with Safari or Text Edit - and hit your keys and you should hear Mac OS X read out whatever you have selected!
69. Multi-Featured Downloadable Windows Text-To-Speech Microsoft Reader with Text-To-Speech engine and Read in Microsoft Reader (RMR) add-ons - FREE http://www.microsoft.com/reader/downloads/ pc.asp (laptop/desktop PC) http://www.microsoft.com/reader/downloads/ tablet.asp (tablet PC, with "write notes in the margins!") http://www.microsoft.com/reader/developers/downloads/ tts.asp (Text-To-Speech) http://www.microsoft.com/reader/developers/downloads/ rmr.asp (RMR, creates one-click conversions from Microsoft Word) http://www.microsoft.com/reader/downloads/ dictionaries.asp (Dictionaries)
70. Downloadable MS Office Text-To-Speech WordTalk http://www.wordtalk.org.uk/ PowerTalk http://fullmeasure.co.uk/powertalk/
71. Non-Free Full Literacy Support Suites WYNN http:// www.freedomscientific.com/LSG/products/WYNN.asp Read and Write Gold http:// www.texthelp.com / Kurzweil3000 http:// www.kurzweiledu.com /