Updated byot why we took the plunge for inpea
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The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
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The school took the plunge into a BYOT (Bring Your Own Technology) program to meet increasing technology demands from faculty and students. A survey found that students wanted greater access to technology during the school day as the 2:1 student to computer ratio was not enough. Faculty also wanted students to have access to specialized software, increased wireless access on personal devices, and file access from home. The IT department took a user-driven approach to implement the BYOT program with clear expectations and policies to address these needs and make technology a fully integrated part of the learning environment.
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This document provides a request for proposal to develop an online tutor system to provide academic support for students. The system would be accessible worldwide from any device with an internet connection. It would utilize multimedia like video, audio, and images that students can access through streaming or downloads. Features would include a video library, podcasts, live chat tutoring, and use of Google Apps for collaboration and communication between teachers and students. The goal is to increase student success by providing flexible learning options using new technologies.
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This document provides students with information about the technical skills, hardware, software, and communication methods required for an online course. It outlines minimum technology requirements such as having a computer with a modern internet browser and Microsoft Office, as well as dependable high-speed internet access. It also establishes expectations for communication via Blackboard, including using proper netiquette with academic language and avoiding unprofessional content. The document defines attendance as logging into Blackboard and completing assignments by the due dates for the first two weeks.
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This document provides an overview of technology integration and collaboration. It discusses how technology can help with authentic learning and critical thinking through the use of multimedia tools, video streaming, online databases and literacy tools. It also discusses the evolution of the web from Web 1.0 to Web 2.0, how Web 2.0 allows for more interactivity, user-generated content, and two-way communication between teachers and students. Finally, it lists some Web 2.0 tools that can be used to post content and collaborate, such as G Cast, Wiki Spaces, .Mac, Gabcast, and Slide Share.
Collaborative Open Online Learning
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Call Tell Wkshp
This document discusses the potential for technology to enhance language teaching at a distance. It outlines 6 models of technology-enhanced language learning (TELL): instructional CALL, exploratory/discovery CALL, computer-mediated communication, social networking, narrative/reflective, and collaborative learning. Each model is discussed in terms of the language learning theories and approaches it supports. The document also describes tools that can be used to support each model of TELL and shares the outcomes and insights from a longitudinal action research project that utilized various social networking tools over multiple semesters.
Technology in English Classes 2013 CUE Workshop
This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
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E-learning and educational technology tools: an overview
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IAIS Presentation: BYOT 1 YEar Later
Jen LaMaster and JD Ferries-Rowe presented at the IAIS 2013 conference on using technology to improve education at Brebeuf Jesuit Preparatory School. They discussed routing network traffic more efficiently to address bandwidth bottlenecks. They also highlighted examples of using technology to enhance collaboration between students and teachers, such as collaborative note-taking and flipped classroom lessons. Their presentation emphasized integrating technology in a way that is invisible and natural, like in everyday life outside of school.
Ice 2012 it’s about what you do!
Presentation for Indiana Computer Educator Conference. Getting PD out of the push button training room and into the classroom.
Reading Beyond the Book for ICJSE
This document discusses reading habits and e-reading. It notes that 80% of people read occasionally for pleasure, 74% for research, and 56% for work or school. It then discusses different e-reading devices like Kindles, iPads, and tablets, as well as e-reading apps. It covers digital rights management and limitations imposed by organizations. Finally, it lists some challenges to global reading, such as nearly 1 billion people being unable to read or write their names at the turn of the 21st century, and high illiteracy and scarcity of resources limiting opportunities in Sub-Saharan Africa.
Brebeuf AMDG: Getting started with google apps for education
This document provides instructions for students at Brebeuf Jesuit Preparatory to log in and begin using their Google Apps for Education account. It outlines how to log in for the first time, save files to Google Drive or a flash drive, forward emails to another account, use Google Calendar, share documents and create collections/folders. It also mentions the ability to single sign-on to the Easy Bib research account.
ISACS 20101 Presentation: Trends in Educational Technology
This document outlines emerging technologies and trends in educational technology. It is organized into several sections that discuss different models of technology integration from instructor-centered to student-centered approaches. Specific technologies are mentioned including learning management systems, digital textbooks, virtual and augmented reality, social media, and cloud computing tools. Web links are provided for further information on topics like gaming in education, streaming video resources, and the US national educational technology plan.
Trends in Educational Technology
This document discusses emerging trends and technologies in education including student-centered and collaborative learning, critical thinking and problem solving. It outlines tools that support these approaches such as learning management systems, collaborative environments, social media, cloud computing, augmented and virtual reality. Specific resources are provided on open courseware, digital content, streaming video and trends in educational technology.
Bringing the NETS Home
This document discusses bringing technology standards called NETS into homes by having teachers model digital citizenship and technology skills. It describes the process used which included establishing a shared vocabulary around the NETS, developing an education technology mission statement, and reflecting on experiences using new tools. The goal is to help students become intellectually competent, open to growth, loving, and committed to social justice as outlined in the school's graduate profile.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Updated byot why we took the plunge for inpea
- 1. Why We Took The Plunge JD Ferries-Rowe, CIO Jen LaMaster, Director of Faculty Development
- 2. Context Evaluation Experience Use Reflection
- 3. Infrastructure ◦ 2:1 Student:computer ratio ◦ Stable wireless throughout building ◦ Online learning environment 100% faculty/student usage Faculty ◦ Comfortable with technology (1:1 Lenovo tablet PC) Student ◦ Outpaced low-end options IT Department ◦ User driven
- 4. Access to file storage Access to wireless on Increased student access personal devices to tech during school day Files accessed from (2:1 not enough) home Access to specialized Student email software & hardware More open filter used Laptop borrowing Device in hand of every system student More areas for group Clear expectations and work/collaboration policies OS and browser choice Faculty Student
- 5. Assess learning objective Evaluate possible resources/tools to achieve objective Use resources/tools to meet objective It’s not about the nouns… it’s about the verbs.
- 6. Tech Petting Zoo/BootCamp Teacher After School Bi-Monthly Trainings and Newsletters Webinars Department Meetings
- 7. BYOT Toolbox Walk In/ Open Door Policy with Student Social Media ITD Edline News and Email
- 8. You Can Never… So Many Policies to Revisit Have Enough Bandwidth Web 2.0 Tools Have a Powerful Enough AUP for students Firewall AUP for adults Multi-platform LMS Have enough Social Media Policy for Flash vs HTML5 explanation of the burn Adults in process Open mind to all tools that will walk through the door
- 9. What it looks like…
- 10. Open dialogue with CFO on needs based technology Teacher/student demands continue to increase Positioning lesson plan options to open access (nouns vs verbs)
- 11. jlamaster@brebeuf.org jdferries@brebeuf.org @40ishoracle @jdferries +jenlamaster +jdferries Blog – Confessions of a Blog – Ed Tech Jesuit School CIO Reflections Skype: brebeufjesuit Livebinders.com – BYOT/D binder Jen LaMaster JD Ferries-Rowe