The modern classroom has changed significantly from earlier years. It now includes a more diverse population of teachers and uses various Web 2.0 technology tools to enhance learning. Educators are expected to integrate these tools, like Jing, which allows students to record and share video summaries instead of written responses. This encourages collaboration while keeping students engaged with innovative teaching methods tailored for the 21st century classroom.
This document discusses trends in language teaching in the 21st century. It identifies five major educational trends: 1) App innovation and gamification, 2) Digital literacy, 3) The evolving role of library media specialists, 4) Self-directed professional development for educators, and 5) Increased emphasis on collaborative learning. It also outlines new educational objectives like personalized and flexible learning, creativity and technology, collaboration, well-being, immediate interaction, game-based learning, and mentoring relationships between educators and students. Finally, it discusses the importance of English in the 21st century and some new trends in English learning like using email, blogs, and online tests and quizzes.
This document promotes cupcake classes for Australia Day where participants will learn to pipe Australian animal and other Australian-themed toppings onto cupcakes using a special piping nozzle. More pictures of cupcake ideas from around the world can be found by visiting the provided website.
Syed Naveed Abbas is a Cost and Management Accountant with over 12 years of experience in finance roles. He currently serves as the Group Manager of Finance for VAIVAL Group of Companies in Pakistan. Prior to this, he held positions as Assistant Manager of Finance for Synergy Group of Companies and Assistant Manager of Internal Audit for Master Group of Companies. He has extensive experience in financial reporting, management accounting, budgeting, taxation and internal audit.
The document appears to be lyrics for a musical project titled "Extreme Coarse Coarse Of Action! Pt.2" written by Murad Camarad Wysinger and others. It contains lyrics across multiple songs or sections that emphasize staying positive and avoiding negativity through refrains of "Anit no need [for/to]" something undesired. The overall message conveyed is one of promoting righteousness, goodness, and avoiding wrongful behaviors or examinations.
The South Haven Park District is offering new fall seminars for seniors, adults, and teens. For seniors, seminars include quilting for the holidays and intermediate t'ai chi. Adults can take an almost gourmet cooking seminar or play kickball. For teens, climbing and fencing seminars are available at three different skill levels.
This document contains an agenda for an English literature class. It outlines that the class will review an upcoming recitation project where each student will present either a sonnet or soliloquy. They must turn in a half page written summary and perform the piece from memory. Students can complete this assignment starting in the fourth week. The document also provides exam and reading instructions, including reviewing Richard III and posting analysis questions online by the end of class.
The modern classroom has changed significantly from earlier years. It now includes a more diverse population of teachers and uses various Web 2.0 technology tools to enhance learning. Educators are expected to integrate these tools, like Jing, which allows students to record and share video summaries instead of written responses. This encourages collaboration while keeping students engaged with innovative teaching methods tailored for the 21st century classroom.
This document discusses trends in language teaching in the 21st century. It identifies five major educational trends: 1) App innovation and gamification, 2) Digital literacy, 3) The evolving role of library media specialists, 4) Self-directed professional development for educators, and 5) Increased emphasis on collaborative learning. It also outlines new educational objectives like personalized and flexible learning, creativity and technology, collaboration, well-being, immediate interaction, game-based learning, and mentoring relationships between educators and students. Finally, it discusses the importance of English in the 21st century and some new trends in English learning like using email, blogs, and online tests and quizzes.
This document promotes cupcake classes for Australia Day where participants will learn to pipe Australian animal and other Australian-themed toppings onto cupcakes using a special piping nozzle. More pictures of cupcake ideas from around the world can be found by visiting the provided website.
Syed Naveed Abbas is a Cost and Management Accountant with over 12 years of experience in finance roles. He currently serves as the Group Manager of Finance for VAIVAL Group of Companies in Pakistan. Prior to this, he held positions as Assistant Manager of Finance for Synergy Group of Companies and Assistant Manager of Internal Audit for Master Group of Companies. He has extensive experience in financial reporting, management accounting, budgeting, taxation and internal audit.
The document appears to be lyrics for a musical project titled "Extreme Coarse Coarse Of Action! Pt.2" written by Murad Camarad Wysinger and others. It contains lyrics across multiple songs or sections that emphasize staying positive and avoiding negativity through refrains of "Anit no need [for/to]" something undesired. The overall message conveyed is one of promoting righteousness, goodness, and avoiding wrongful behaviors or examinations.
The South Haven Park District is offering new fall seminars for seniors, adults, and teens. For seniors, seminars include quilting for the holidays and intermediate t'ai chi. Adults can take an almost gourmet cooking seminar or play kickball. For teens, climbing and fencing seminars are available at three different skill levels.
This document contains an agenda for an English literature class. It outlines that the class will review an upcoming recitation project where each student will present either a sonnet or soliloquy. They must turn in a half page written summary and perform the piece from memory. Students can complete this assignment starting in the fourth week. The document also provides exam and reading instructions, including reviewing Richard III and posting analysis questions online by the end of class.
This document discusses how technology can aid English language learners (ELLs) in three key areas. First, it provides examples of how tools like scanners, digital cameras, and video recorders can be used to help ELL students understand math and science concepts. Second, it discusses how technology allows ELL students to communicate, conduct research, and collaborate through video chatting, online resources, and chat rooms. Third, it lists resources like word processing, spreadsheets, and databases that can help ELL students with assignments. The document also provides examples of lessons, activities, and resources teachers can use to incorporate technology into their instruction of ELL students.
Social Networking for Language Learners: Creating Meaningful Output with Web ...wanzahirah
ย
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
Final test of ict in language learning- using Google+ in Teaching Descriptive...wiji83hastuti
ย
The document discusses using Google+ in teaching descriptive text to first year senior high school students in Indonesia. It provides context about the new 2013 curriculum emphasizing technology integration and simpler English language materials. Google+ could provide exposure to English language descriptions of things, places, and people. The theoretical framework discusses benefits of internet in language learning, and how Google+ specifically allows posting of various media and interactive material setting between teachers and students. It concludes that using Google+ for teaching descriptive text would be beneficial by providing real-life English exposure and opportunities for customizing interactive content.
Using google+ in teaching descriptive text-ICT Final Testwiji83hastuti
ย
The document discusses using Google+ to teach descriptive text to first year senior high school students in Indonesia. It outlines the changes in the 2013 curriculum to emphasize technology integration and 21st century skills. Descriptive text is an important part of the first year curriculum. The document argues that Google+ can provide exposure to English language descriptions of people, places, and things in an interactive way. It concludes that Google+ is a beneficial tool for both teachers and students to set their own materials and have an engaging experience learning descriptive text.
Using google+ in teaching descriptive text - ICT Final Testwiji83hastuti
ย
The document discusses using Google+ to teach descriptive text to first year senior high school students in Indonesia. It outlines the changes in the 2013 curriculum to emphasize technology integration and 21st century skills. Descriptive text is an important part of the first year curriculum. The theoretical framework discusses how internet and technology can enhance language learning and make it more interactive. Google+ is proposed as a tool that allows students to be exposed to English texts, audio, photos and videos in an engaging social media format. It is concluded that using Google+ would provide benefits to both teachers and students by creating an interactive learning environment.
The document discusses the impact of technology in education. It notes that technology allows for less direct teaching as learning can occur online, shifting teachers to more of a guiding role. It also enables greater collaboration between teachers and students. The integration of technology motivates students to take on more challenging tasks and produce higher quality work. Additionally, it allows parents and community members to be more involved in students' education through online resources.
This document discusses how teacher candidates can use Google tools to address Common Core State Standards, Common Core of Teaching Standards, and 21st century skills. It outlines how the standards are organized and describes how Google Docs, Slides, and Forms can be used for lesson plan collaboration, peer editing, publishing student work, and collecting assessment data. The document also discusses moving up levels of technology integration from substitution to redefinition and provides examples of templates and uses for each Google tool.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
The document discusses how technology can aid English language learners (ELLs) in three main ways. First, tools like scanners, digital cameras, and video recorders allow ELL students to see visual examples to better understand assignments in math, science, and other subjects. Second, technology enables communication and collaboration through video chatting, online research, and question/answer forums. Third, productivity programs, databases, and spreadsheets provide multilingual interfaces and functions to help ELL students complete assignments and practice language skills. The document also provides several examples of software, websites, and lesson plans that teachers can use to incorporate these technologies into their ELL instruction.
Making your 6th grade math classroom virtualmarbillaga
ย
This document provides strategies for teachers to create a virtual 6th grade math classroom using Google apps and other online tools. It recommends using Google Hangouts for video chats that allow multiple students to interact simultaneously from anywhere, Google Docs for real-time collaboration, and VoiceThread for creating multimedia presentations where students can interact during and after through voice comments and text. Zaption and Remind are also mentioned as tools to make learning fun by engaging students and communicating with parents.
Social Media and Professional Development too!Judie Haynes
ย
This document discusses how social media can be used for professional development opportunities for teachers. It provides examples of various social media platforms like Twitter, Facebook, blogs, YouTube and podcasts that teachers can use to actively learn and collaborate with other educators. Specific accounts and hashtags are recommended for finding online communities of educators working with English language learners. Benefits of using social media for professional learning networks include access to resources, networking, and sharing best practices.
This document discusses how various technologies can be used in schools to improve learning and classroom experiences. It describes how blogs, MS Word, Excel, PowerPoint, Brainshark, web 2.0 tools, audio/visual presentations, the internet, video production, classroom websites, and webquests can be implemented. For each technology, one or two examples are provided for how they can be used by teachers and students to enhance learning, engagement, and access to resources and materials.
Eileen Whittle Final project instructional technologywhittleeileen
ย
The document discusses the integration of technology in education. It notes that students expect interactive classrooms where they can engage in tools like web 2.0 and project-based learning. It also discusses how one's experience with technology impacts how they use it, with digital immigrants taking more time to learn new tools. Teachers need to understand how digital native students view technology in learning.
This document discusses reasons why technology should be integrated into classrooms. It provides a list of educational websites for reading, math, science and social studies. It then lists 3 main reasons why technology is important: 1) It allows teachers to create individualized lessons for students, 2) It allows students to collaborate, and 3) It engages students and helps them retain information. Examples are given of how technology can be used, such as interactive whiteboards, online games, and educational videos. Data from websites like Lexia is used to track student progress. Potential concerns about screen time and access to technology are also addressed.
This document discusses the importance of teacher collaboration and the role of assistive technologies. It states that true collaboration requires active participation from all parties and that teachers should model collaboration for students. It also explains that technology can aid collaboration through tools like cloud-based documents that allow real-time group work, and web conferencing applications that enable online discussions. Finally, it discusses how assistive technologies provide students with accommodations and help promote communication and collaboration.
ECDC - Strengthening Community - Improving QualityFranklin Matters
ย
Kelty Kelley, the principal of ECDC, presented plans to the school committee to strengthen the preschool program. The presentation outlined proposals to:
1) Extend class time options to full days and include summer inclusion programs to better support students' needs.
2) Pilot single-age classrooms while continuing to evaluate the multi-age model.
3) Increase classroom connections by pairing inclusion students with typical peers.
4) Incorporate more technology like iPads, videos, and blogs to enhance learning and assessment.
5) Bring in experts to support teachers, staff, and families.
English attack and out of-classroom learning v3AugustoRochaEA
ย
English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.
This document discusses strategies for teaching Generation Y students. Generation Y students grew up with access to technology and prefer visual and hands-on learning over traditional textbook methods. They expect immediate feedback and are more engaged by topics they find interesting or meaningful. Teachers need to incorporate more technology, group work, visual aids, and real-world applications into their lessons in order to effectively teach Generation Y students.
Professional development online for esl, efl, booklet, by elen soti, 2014Elen Soti
ย
This document provides an introduction to online resources and tools for professional development as an English language teacher. It recommends browsing educational websites, taking online courses, and using Web 2.0 tools like blogs and wikis. Specific websites, platforms and resources are listed across various categories to help teachers integrate technology, improve student engagement, and continue learning through self-paced online options. The goal is to make professional development easy and accessible through free online resources.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document discusses how technology can aid English language learners (ELLs) in three key areas. First, it provides examples of how tools like scanners, digital cameras, and video recorders can be used to help ELL students understand math and science concepts. Second, it discusses how technology allows ELL students to communicate, conduct research, and collaborate through video chatting, online resources, and chat rooms. Third, it lists resources like word processing, spreadsheets, and databases that can help ELL students with assignments. The document also provides examples of lessons, activities, and resources teachers can use to incorporate technology into their instruction of ELL students.
Social Networking for Language Learners: Creating Meaningful Output with Web ...wanzahirah
ย
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
Final test of ict in language learning- using Google+ in Teaching Descriptive...wiji83hastuti
ย
The document discusses using Google+ in teaching descriptive text to first year senior high school students in Indonesia. It provides context about the new 2013 curriculum emphasizing technology integration and simpler English language materials. Google+ could provide exposure to English language descriptions of things, places, and people. The theoretical framework discusses benefits of internet in language learning, and how Google+ specifically allows posting of various media and interactive material setting between teachers and students. It concludes that using Google+ for teaching descriptive text would be beneficial by providing real-life English exposure and opportunities for customizing interactive content.
Using google+ in teaching descriptive text-ICT Final Testwiji83hastuti
ย
The document discusses using Google+ to teach descriptive text to first year senior high school students in Indonesia. It outlines the changes in the 2013 curriculum to emphasize technology integration and 21st century skills. Descriptive text is an important part of the first year curriculum. The document argues that Google+ can provide exposure to English language descriptions of people, places, and things in an interactive way. It concludes that Google+ is a beneficial tool for both teachers and students to set their own materials and have an engaging experience learning descriptive text.
Using google+ in teaching descriptive text - ICT Final Testwiji83hastuti
ย
The document discusses using Google+ to teach descriptive text to first year senior high school students in Indonesia. It outlines the changes in the 2013 curriculum to emphasize technology integration and 21st century skills. Descriptive text is an important part of the first year curriculum. The theoretical framework discusses how internet and technology can enhance language learning and make it more interactive. Google+ is proposed as a tool that allows students to be exposed to English texts, audio, photos and videos in an engaging social media format. It is concluded that using Google+ would provide benefits to both teachers and students by creating an interactive learning environment.
The document discusses the impact of technology in education. It notes that technology allows for less direct teaching as learning can occur online, shifting teachers to more of a guiding role. It also enables greater collaboration between teachers and students. The integration of technology motivates students to take on more challenging tasks and produce higher quality work. Additionally, it allows parents and community members to be more involved in students' education through online resources.
This document discusses how teacher candidates can use Google tools to address Common Core State Standards, Common Core of Teaching Standards, and 21st century skills. It outlines how the standards are organized and describes how Google Docs, Slides, and Forms can be used for lesson plan collaboration, peer editing, publishing student work, and collecting assessment data. The document also discusses moving up levels of technology integration from substitution to redefinition and provides examples of templates and uses for each Google tool.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
The document discusses how technology can aid English language learners (ELLs) in three main ways. First, tools like scanners, digital cameras, and video recorders allow ELL students to see visual examples to better understand assignments in math, science, and other subjects. Second, technology enables communication and collaboration through video chatting, online research, and question/answer forums. Third, productivity programs, databases, and spreadsheets provide multilingual interfaces and functions to help ELL students complete assignments and practice language skills. The document also provides several examples of software, websites, and lesson plans that teachers can use to incorporate these technologies into their ELL instruction.
Making your 6th grade math classroom virtualmarbillaga
ย
This document provides strategies for teachers to create a virtual 6th grade math classroom using Google apps and other online tools. It recommends using Google Hangouts for video chats that allow multiple students to interact simultaneously from anywhere, Google Docs for real-time collaboration, and VoiceThread for creating multimedia presentations where students can interact during and after through voice comments and text. Zaption and Remind are also mentioned as tools to make learning fun by engaging students and communicating with parents.
Social Media and Professional Development too!Judie Haynes
ย
This document discusses how social media can be used for professional development opportunities for teachers. It provides examples of various social media platforms like Twitter, Facebook, blogs, YouTube and podcasts that teachers can use to actively learn and collaborate with other educators. Specific accounts and hashtags are recommended for finding online communities of educators working with English language learners. Benefits of using social media for professional learning networks include access to resources, networking, and sharing best practices.
This document discusses how various technologies can be used in schools to improve learning and classroom experiences. It describes how blogs, MS Word, Excel, PowerPoint, Brainshark, web 2.0 tools, audio/visual presentations, the internet, video production, classroom websites, and webquests can be implemented. For each technology, one or two examples are provided for how they can be used by teachers and students to enhance learning, engagement, and access to resources and materials.
Eileen Whittle Final project instructional technologywhittleeileen
ย
The document discusses the integration of technology in education. It notes that students expect interactive classrooms where they can engage in tools like web 2.0 and project-based learning. It also discusses how one's experience with technology impacts how they use it, with digital immigrants taking more time to learn new tools. Teachers need to understand how digital native students view technology in learning.
This document discusses reasons why technology should be integrated into classrooms. It provides a list of educational websites for reading, math, science and social studies. It then lists 3 main reasons why technology is important: 1) It allows teachers to create individualized lessons for students, 2) It allows students to collaborate, and 3) It engages students and helps them retain information. Examples are given of how technology can be used, such as interactive whiteboards, online games, and educational videos. Data from websites like Lexia is used to track student progress. Potential concerns about screen time and access to technology are also addressed.
This document discusses the importance of teacher collaboration and the role of assistive technologies. It states that true collaboration requires active participation from all parties and that teachers should model collaboration for students. It also explains that technology can aid collaboration through tools like cloud-based documents that allow real-time group work, and web conferencing applications that enable online discussions. Finally, it discusses how assistive technologies provide students with accommodations and help promote communication and collaboration.
ECDC - Strengthening Community - Improving QualityFranklin Matters
ย
Kelty Kelley, the principal of ECDC, presented plans to the school committee to strengthen the preschool program. The presentation outlined proposals to:
1) Extend class time options to full days and include summer inclusion programs to better support students' needs.
2) Pilot single-age classrooms while continuing to evaluate the multi-age model.
3) Increase classroom connections by pairing inclusion students with typical peers.
4) Incorporate more technology like iPads, videos, and blogs to enhance learning and assessment.
5) Bring in experts to support teachers, staff, and families.
English attack and out of-classroom learning v3AugustoRochaEA
ย
English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.
This document discusses strategies for teaching Generation Y students. Generation Y students grew up with access to technology and prefer visual and hands-on learning over traditional textbook methods. They expect immediate feedback and are more engaged by topics they find interesting or meaningful. Teachers need to incorporate more technology, group work, visual aids, and real-world applications into their lessons in order to effectively teach Generation Y students.
Professional development online for esl, efl, booklet, by elen soti, 2014Elen Soti
ย
This document provides an introduction to online resources and tools for professional development as an English language teacher. It recommends browsing educational websites, taking online courses, and using Web 2.0 tools like blogs and wikis. Specific websites, platforms and resources are listed across various categories to help teachers integrate technology, improve student engagement, and continue learning through self-paced online options. The goal is to make professional development easy and accessible through free online resources.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
ย
Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
ย
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
10. Google Docs in the Classroom Google does a lot more than search! And there are search engines better suited for students and different types of learners than Google. EE