This document discusses utilizing technology to teach geography at the secondary school level. It describes setting up an online learning hub with resources for students and using social media like Twitter and Facebook to engage students. Formative assessment tools like Kahoot and QuickKey are highlighted that provide real-time feedback. The document also explores using GIS software and apps to incorporate mapping and data collection into fieldwork. Storymaps are presented as a way to bring topics to life by combining maps, text and multimedia. Overall, the document advocates for various technologies to enhance geography teaching and learning.
A presentation from a 20 minute workshop on Online Learning to help support independent learning.
Workshop brief: Examples will look at the use of department websites, twitter, schoology, flipboard and pearltrees to support independent learning. The examples used will show how resources and links can be shared easily with students to create online resource repositories. There will be a particular focus on how these can be used with KS4 and KS5 to encourage students to (i) take responsibility for their own learning and read around topics and (ii) follow up lessons using resources used in class at home to support revision.
The document discusses various ways that new technologies can be used to enhance geography teaching and learning. It provides ideas for using department websites, blogs, and social media like Twitter to share resources, promote the department, and engage with students and parents. It also explores using technologies for professional development, assessment, digital mapping, organizing resources, and creating interactive teaching materials like revision guides, worksheets, and quizzes. Overall, the document outlines how technologies can support online learning, collaboration, and organization across a geography department.
This document outlines an ICT in Practice meeting to discuss unlocking the potential of interactive whiteboards. The meeting aims to show how interactive whiteboards can be effective teaching tools, encourage applying ideas across subjects, and share resources. It discusses several tools and techniques for the whiteboard, including using the floating toolbar, Notebook software, multimedia, and transparency features to engage students and help them make connections. Attendees are challenged to integrate three tips or activities from the presentation into lessons over the next few weeks and provide feedback.
Enhancing Teaching and Learning in Geography using ICTRCha
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
Using technology for teaching and learning in theblue334
This document provides a list of educational technology tools that can help teachers in various ways. It categorizes the tools into social learning tools like Edmodo and Grockit that allow online collaboration, learning tools like Khan Academy and FunBrain that make lessons interactive, lesson planning tools like Teachers Pay Teachers and Planboard, useful tools like Evernote and Twitter for organization and connection, and the Apple iPad as a popular classroom device. The document emphasizes that these tools can make teaching more fun, engaging, and effective for both teachers and students.
1. The document discusses Google Apps for Education and the Teacher Dashboard add-on, which allows teachers to easily manage student files and folders.
2. The Teacher Dashboard displays a teacher's classes, the students in each class, and recent documents students have worked on. It enables teachers to quickly view files and "push" files to student folders.
3. The document provides instructions for teachers on accessing the Teacher Dashboard link and using its features to share files with students and change the student display order.
A presentation from a 20 minute workshop on Online Learning to help support independent learning.
Workshop brief: Examples will look at the use of department websites, twitter, schoology, flipboard and pearltrees to support independent learning. The examples used will show how resources and links can be shared easily with students to create online resource repositories. There will be a particular focus on how these can be used with KS4 and KS5 to encourage students to (i) take responsibility for their own learning and read around topics and (ii) follow up lessons using resources used in class at home to support revision.
The document discusses various ways that new technologies can be used to enhance geography teaching and learning. It provides ideas for using department websites, blogs, and social media like Twitter to share resources, promote the department, and engage with students and parents. It also explores using technologies for professional development, assessment, digital mapping, organizing resources, and creating interactive teaching materials like revision guides, worksheets, and quizzes. Overall, the document outlines how technologies can support online learning, collaboration, and organization across a geography department.
This document outlines an ICT in Practice meeting to discuss unlocking the potential of interactive whiteboards. The meeting aims to show how interactive whiteboards can be effective teaching tools, encourage applying ideas across subjects, and share resources. It discusses several tools and techniques for the whiteboard, including using the floating toolbar, Notebook software, multimedia, and transparency features to engage students and help them make connections. Attendees are challenged to integrate three tips or activities from the presentation into lessons over the next few weeks and provide feedback.
Enhancing Teaching and Learning in Geography using ICTRCha
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
Using technology for teaching and learning in theblue334
This document provides a list of educational technology tools that can help teachers in various ways. It categorizes the tools into social learning tools like Edmodo and Grockit that allow online collaboration, learning tools like Khan Academy and FunBrain that make lessons interactive, lesson planning tools like Teachers Pay Teachers and Planboard, useful tools like Evernote and Twitter for organization and connection, and the Apple iPad as a popular classroom device. The document emphasizes that these tools can make teaching more fun, engaging, and effective for both teachers and students.
1. The document discusses Google Apps for Education and the Teacher Dashboard add-on, which allows teachers to easily manage student files and folders.
2. The Teacher Dashboard displays a teacher's classes, the students in each class, and recent documents students have worked on. It enables teachers to quickly view files and "push" files to student folders.
3. The document provides instructions for teachers on accessing the Teacher Dashboard link and using its features to share files with students and change the student display order.
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
The document discusses how integrating the Internet in the classroom provides many benefits for teachers and students. It allows students to easily research information, review concepts, access primary sources, take virtual field trips, stream videos, and address different learning needs. Teachers can create class websites to expand lessons, host online discussions to engage students, and facilitate communication through student email. The Internet also enables global learning through webcam sessions with other classrooms and sharing of resources between students.
This document summarizes technology initiatives in NSW public schools. It discusses the Connected Classroom Program which aims to equip classrooms with interactive whiteboards, video conferencing, and collaboration software. It also discusses the Digital Education Revolution which provided laptops to students in years 9-12 and wireless networks in schools. Other initiatives discussed include providing Web 2.0 tools to students and teachers, using iPads in classrooms, and exploring social media and web conferencing tools. The document emphasizes that technology alone does not improve learning and the teacher's role in integrating technology effectively is critical.
This document summarizes technology initiatives in NSW public schools. It discusses the Connected Classroom Program which aims to equip schools with interactive classrooms, learning tools like blogs and online storage, and improved networks. It also discusses the Digital Education Revolution which provided laptops to students in years 9-12, and the features of these laptops. The document then discusses resources available for professional learning and curriculum support. It explores new directions like 21st century skills and emerging technologies. Social media use in schools and department policies are reviewed. The Technology for Learning program is outlined. New technologies like web conferencing and BYOD policies are also mentioned. An iPad pilot project's findings on engagement and learning are shared.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
The document describes a school geography department's website called GEOBYTES that serves as an online portal providing various online resources and tools for students, staff, and the wider community. It includes pages for online courses and communities, email, blogs, GCSE and coursework support, podcasts, interactive games, and department and professional development resources utilizing new technologies like wikis, blogs, forums, and virtual fieldtrips.
Google+ was chosen as the person's PLN (personal learning network) because it allows easy discovery of content and groups related to various interests like education, science and technology. The document then lists several Google+ pages that provide educational resources - one focused on the role of technology in education, one providing digital content for teachers and students, and one sharing news and articles about education globally. It concludes by stating that being part of Google+'s education community has provided endless knowledge and resources, and the person will continue expanding their PLN on Google+ through following more groups, sharing posts, and finding new ways it can aid their professional development.
Use of Technology and Gadgets to Make the Class LivelyMousmi Majumdar
This document provides suggestions for using technology and gadgets to make classes more lively and develop speaking and listening skills. It recommends using web content like videos and PDFs, integrating social media like Facebook and Twitter, having students create digital content like videos and podcasts, reviewing web content, flipping traditional student and teacher roles, and using online apps like Book Creator, Insert Learning, and Quizizz which allow adding instructional material and assessing students in an engaging way. The overall goal is to empower teachers and students with technology to enhance learning.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
The document discusses virtual learning environments (VLEs) and their functions. A VLE is any electronic space where learning can occur via the internet. Examples include allowing file sharing, electronic communication through email and discussions, personal organization tools, acting as a school portal, and hosting e-learning content. The VLE used by St Ivo school is called DigitalBrain. It functions include file sharing, communication, organization, acting as a school portal, hosting content, and allowing teachers to set assignments and activities for students.
The document provides an overview of the various Google Apps and tools that can be used in the classroom by both students and teachers. It describes apps for collaboration (Docs, Sites), communication (Talk, Groups), information gathering (Search, Reader, News, Scholar), creativity (Blogger, Knol, SketchUp), organization (Calendar, Maps, iGoogle), and more. Benefits highlighted include accessibility, sharing, feedback, and customization for learning.
This document discusses mobilizing learning with iPods, iPhones, and iPads. It summarizes a presentation on this topic, including how mobility changes teaching and learning, personalizing learning experiences, and bridging the digital divide. The presentation covered mobile learning apps and features used, agendas, hot topics in educational technology, content delivery through mobile devices, digital textbooks, flipped classrooms, and planning for mobile learning programs. It provided resources for further information.
This document summarizes Paul Huebl's presentation on integrating ICT into HASS (Humanities and Social Sciences) subjects through English. The presentation discusses how students can develop ICT capabilities when studying HASS topics like history, geography, economics and civics. It provides examples of ICT being used for substitution, augmentation, modification and redefinition of these subjects per the SAMR model. Integration strategies mentioned include using online tools like Google Docs, Skype and Google Earth. The document also references models like TPACK for effective technology integration in teaching.
- Students shape their own learning by collaboratively creating and curating content and resources with instructor guidance and foundation building.
- Various web tools like Padlet, Voicethread and PearlTree allow for exploration, creativity, collaboration and experimentation through activities like visual writing prompts, image caption contests and live events.
- The focus is on keeping learning active through play with digital tools and encouraging peer learning and leadership through groups and peer editing.
Twilight Pd 1 - Creating a digital portfolio in iWebmackas
This document summarizes a PD session about creating student digital portfolios using iWeb. It defines what a digital portfolio is, what it includes, and its benefits. It then demonstrates how to create a basic digital portfolio in iWeb, including adding pages, files, and self-evaluations. Upcoming PD opportunities are also listed, focusing on using technology tools in teaching.
What do companies in Hawaii need their employees to know about GIS or Remote Sensing?
Are there opportunities for jobs in GIS in the State?
How do companies prefer to train their employees?
Does a certificate program fill the needs of our business community?
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
The document discusses how integrating the Internet in the classroom provides many benefits for teachers and students. It allows students to easily research information, review concepts, access primary sources, take virtual field trips, stream videos, and address different learning needs. Teachers can create class websites to expand lessons, host online discussions to engage students, and facilitate communication through student email. The Internet also enables global learning through webcam sessions with other classrooms and sharing of resources between students.
This document summarizes technology initiatives in NSW public schools. It discusses the Connected Classroom Program which aims to equip classrooms with interactive whiteboards, video conferencing, and collaboration software. It also discusses the Digital Education Revolution which provided laptops to students in years 9-12 and wireless networks in schools. Other initiatives discussed include providing Web 2.0 tools to students and teachers, using iPads in classrooms, and exploring social media and web conferencing tools. The document emphasizes that technology alone does not improve learning and the teacher's role in integrating technology effectively is critical.
This document summarizes technology initiatives in NSW public schools. It discusses the Connected Classroom Program which aims to equip schools with interactive classrooms, learning tools like blogs and online storage, and improved networks. It also discusses the Digital Education Revolution which provided laptops to students in years 9-12, and the features of these laptops. The document then discusses resources available for professional learning and curriculum support. It explores new directions like 21st century skills and emerging technologies. Social media use in schools and department policies are reviewed. The Technology for Learning program is outlined. New technologies like web conferencing and BYOD policies are also mentioned. An iPad pilot project's findings on engagement and learning are shared.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
The document describes a school geography department's website called GEOBYTES that serves as an online portal providing various online resources and tools for students, staff, and the wider community. It includes pages for online courses and communities, email, blogs, GCSE and coursework support, podcasts, interactive games, and department and professional development resources utilizing new technologies like wikis, blogs, forums, and virtual fieldtrips.
Google+ was chosen as the person's PLN (personal learning network) because it allows easy discovery of content and groups related to various interests like education, science and technology. The document then lists several Google+ pages that provide educational resources - one focused on the role of technology in education, one providing digital content for teachers and students, and one sharing news and articles about education globally. It concludes by stating that being part of Google+'s education community has provided endless knowledge and resources, and the person will continue expanding their PLN on Google+ through following more groups, sharing posts, and finding new ways it can aid their professional development.
Use of Technology and Gadgets to Make the Class LivelyMousmi Majumdar
This document provides suggestions for using technology and gadgets to make classes more lively and develop speaking and listening skills. It recommends using web content like videos and PDFs, integrating social media like Facebook and Twitter, having students create digital content like videos and podcasts, reviewing web content, flipping traditional student and teacher roles, and using online apps like Book Creator, Insert Learning, and Quizizz which allow adding instructional material and assessing students in an engaging way. The overall goal is to empower teachers and students with technology to enhance learning.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
The document discusses virtual learning environments (VLEs) and their functions. A VLE is any electronic space where learning can occur via the internet. Examples include allowing file sharing, electronic communication through email and discussions, personal organization tools, acting as a school portal, and hosting e-learning content. The VLE used by St Ivo school is called DigitalBrain. It functions include file sharing, communication, organization, acting as a school portal, hosting content, and allowing teachers to set assignments and activities for students.
The document provides an overview of the various Google Apps and tools that can be used in the classroom by both students and teachers. It describes apps for collaboration (Docs, Sites), communication (Talk, Groups), information gathering (Search, Reader, News, Scholar), creativity (Blogger, Knol, SketchUp), organization (Calendar, Maps, iGoogle), and more. Benefits highlighted include accessibility, sharing, feedback, and customization for learning.
This document discusses mobilizing learning with iPods, iPhones, and iPads. It summarizes a presentation on this topic, including how mobility changes teaching and learning, personalizing learning experiences, and bridging the digital divide. The presentation covered mobile learning apps and features used, agendas, hot topics in educational technology, content delivery through mobile devices, digital textbooks, flipped classrooms, and planning for mobile learning programs. It provided resources for further information.
This document summarizes Paul Huebl's presentation on integrating ICT into HASS (Humanities and Social Sciences) subjects through English. The presentation discusses how students can develop ICT capabilities when studying HASS topics like history, geography, economics and civics. It provides examples of ICT being used for substitution, augmentation, modification and redefinition of these subjects per the SAMR model. Integration strategies mentioned include using online tools like Google Docs, Skype and Google Earth. The document also references models like TPACK for effective technology integration in teaching.
- Students shape their own learning by collaboratively creating and curating content and resources with instructor guidance and foundation building.
- Various web tools like Padlet, Voicethread and PearlTree allow for exploration, creativity, collaboration and experimentation through activities like visual writing prompts, image caption contests and live events.
- The focus is on keeping learning active through play with digital tools and encouraging peer learning and leadership through groups and peer editing.
Twilight Pd 1 - Creating a digital portfolio in iWebmackas
This document summarizes a PD session about creating student digital portfolios using iWeb. It defines what a digital portfolio is, what it includes, and its benefits. It then demonstrates how to create a basic digital portfolio in iWeb, including adding pages, files, and self-evaluations. Upcoming PD opportunities are also listed, focusing on using technology tools in teaching.
What do companies in Hawaii need their employees to know about GIS or Remote Sensing?
Are there opportunities for jobs in GIS in the State?
How do companies prefer to train their employees?
Does a certificate program fill the needs of our business community?
GeoGebra is dynamic mathematics software that helps visualize and understand mathematics concepts through an interactive and simple interface. It is free and open source, allowing it to be downloaded on all platforms and used anywhere in over 50 languages translated by volunteers. GeoGebra promotes understanding for both teachers and students, and allows students to build creative works like animations and simulations. It has a large global community of millions of users in 190 countries supported by volunteer translation, development, and education institutes around the world.
This document summarizes a multi-year professional development institute (T3G) for educators in GIS. The T3G aimed to teach educators how to teach GIS to other educators and apply it in their classrooms. A survey of T3G participants found that it helped educators learn GIS skills and concepts to incorporate into their teaching. While the T3G evolved over time, the survey showed it successfully enabled educators across disciplines and levels to teach with GIS. The study concludes by calling for more research on the effectiveness of GIS professional development programs.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Esri Platform - Preparing Your Students For Careers in Geospatial - Addy PopeEsri Ireland
The document discusses using GIS in education. It provides examples of how GIS can be incorporated into university coursework at different levels, from introductory skills to more advanced programming. Specific tools and applications mentioned include ArcGIS Online, Survey123, and Collector for collecting and analyzing spatial data. The importance of making GIS relevant to students' areas of study and future careers is emphasized.
Update on ArcGIS Online for Schools - Smart Education - Schools - AC18Esri UK
The document outlines an ArcGIS for Schools update presentation. It includes the following topics:
1) A schools programme update with facts and figures on growth.
2) A demonstration and hands-on workshop on Community Analyst using UK data.
3) A reflection on using Community Analyst in the classroom.
4) A session on where data comes from.
5) A demonstration and hands-on workshop on finding and making infographics using international data.
6) A reflection on using Community Analyst for NEA (National Endorsement Award).
The document provides information about Esri training opportunities, including instructor-led courses and self-paced online courses. It highlights that Esri courses teach GIS skills and best practices to help professionals accomplish tasks and workflows. Courses are developed by education specialists with expertise in Esri products. Instructor-led courses provide hands-on exercises, software use, and interaction with instructors and other students. Self-paced courses are accessible online anytime. The document encourages reviewing course options and registering for classes to stay current with technology and gain a competitive edge.
GeoGebra was created in 2001 as dynamic geometry software combining geometry, algebra, and calculus. The first prototype was developed for a master's thesis in 2002. Between 2004-2006, further development was supported through a PhD project. GeoGebra grew a large worldwide user community with over 300,000 monthly visitors by 2008. The International GeoGebra Institute was founded in 2007 to provide teacher training, support, and research to promote effective use of GeoGebra in classrooms.
Go-Lab: Introduction to Go-Lab and creation of interactive learning spacesGo-Lab Initiative
Learn in this presentation about the Go-Lab Project and the creation of interactive learning spaces. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
Mobile learning- New Tools for a New CurriculumJohn Sloan
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
This document summarizes the status of West Virginia's K-12 statewide ArcGIS license. It notes that the license was recently renewed through 2017 and covers 257 teachers who have been trained so far. It encourages using ArcGIS as a comprehensive teaching tool and utilizing all of its capabilities. It also acknowledges the importance of GIS partners who help bring varied content to teachers through training programs incorporating ArcGIS products.
Developing web based gis career awareness modules for high school studentsjackjohn45
This document describes the development of web-based GIS career awareness modules for high school students. It was presented at the 2007 ESRI Education User Conference. The modules were developed with funding from the NSF to provide online learning about GIS concepts and careers. There are four modules that cover digital maps, GIS applications, emerging areas of GIS, and a career essay. The modules do not require software installation and allow students to access maps and lessons anywhere using a web browser. The goal is to help students learn about and assess their interest in GIS-related careers.
Workshop at the British Ecological Society Annual Meeting - Belfast 2019 #BES2019. Developing key graduate skills for ecology students while on fieldwork.
The document discusses trends in education and GIS, and what Esri is doing to support teaching and learning with GIS. It outlines Esri's contributions to the education community, including a virtual campus, internships, guest lectures, scholarships, and support for open data initiatives. The goal is to make teaching and learning with GIS as easy as possible and help prepare students for careers that incorporate GIS.
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
The document is a syllabus for the KnowGIS training series which provides approximately 17 hours of introductory and intermediate training on ArcGIS Desktop. The training includes 13 video lectures that cover key GIS and ArcGIS concepts such as geodatabase design, cartography, editing, analysis and more. The instructor, Jere Folgert, has over 20 years of GIS experience and provides strategies to help participants learn GIS skills and software proficiency. The goals of the training are to introduce participants to GIS and help them develop conceptual, methodological and technical skills for working with spatial data in ArcGIS Desktop.
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
Similar to Utilising Technology in teaching Geography at KS4 and KS5 (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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Utilising Technology in teaching Geography at KS4 and KS5
1. Utilising Technology to teach
KS4 and KS5 Geography
Rob Chambers
Head of Geography, St Ivo School.
@RobGeog rchambers@stivoschool.org
• An online learning hub
• Use of social media in teaching and learning
• Innovative assessment tools
• Using GIS in geography teaching and learning
2. Utilising Technology to Teach KS4 and KS5 Geography
An online learning hub
Our online hub centres
around our department
website
www.geobytes.org.uk
Key aim: Bringing together
all teaching and learning
resources for the
department creating a
“centralised online home”
3. Utilising Technology to Teach KS4 and KS5 Geography
An online learning hub
Social Media Feeds Department Online Learning Courses
Department Blogs
Student Support and Advice
Bringing all department
resources & support together
4. Utilising Technology to Teach KS4 and KS5 Geography
An online learning hub
Why else?
Celebrating student
achievement
Student support
Promoting the Department
Geographical News
Strengthen connections
with parents
Transparency
5. Utilising Technology to Teach KS4 and KS5 Geography
Online learning – Schoology Courses
- Lesson Resources
(powerpoints)
- Revision materials
- encourages
independence in
learning
- Video clips (can be
embedded)
- Supporting links
- Can create pages
- Useful for student
‘catch-up’ following
absence
- Supports students on
long term absence
6. Utilising Technology to Teach KS4 and KS5 Geography
Online learning – Schoology Courses
Very well used at A
Level (and students
come used to it from
GCSE)
Use more of discussion
function, polls,
photograph/media
albums and also
providing supporting
resources for NEA /
undergraduate study.
7. Utilising Technology to Teach KS4 and KS5 Geography
Online learning – Schoology Courses
Updates function
provides a ‘blog’ like
function to which
resources / links can
be added and even
polls set!
Members of the
course get
notifications when
updates are added.
Particularly useful at
pressure point times
– e.g. Revision
times.
8. Utilising Technology to Teach KS4 and KS5 Geography
Schoology – teacher collaboration
There are now a number of
teacher driven collectives
using Schoology to provide
support for each other and
share ideas and resources
in light of the new KS4 and
KS5 specifications.
Easy to join – sign up for a
Schoology account
www.schoology.com
Access codes for relevant
groups are in the handout.
9. Twitter
Utilising Technology to Teach KS4 and KS5 Geography
Use of social media in teaching and learning
Facebook
Instagram
At St Ivo our geography department is active on a number
of different social media sites.
Each is used with a
different aim or purpose
(some with a different
audience in mind)
All hope to teach students the responsible use of social
media and how it can be beneficial in education.
All accounts comply with
school policy with regards
to the use of social media.
10. Utilising Technology to Teach KS4 and KS5 Geography
Use of social media in teaching and learning
Why do we use Twitter
in the department?
- Promote
- Collaborate
- Learn
- Share and Celebrate
- GeoTweet Revision
-Reminders
-Engage with students and
parents
- Polls
Department Twitter Feed: @StIvoGeography
11. Utilising Technology to Teach KS4 and KS5 Geography
Use of social media in teaching and learning
Protected A Level Twitter Feed: @StIvoGeogAlevel (only department students)
Why do we use Twitter
with A Level?
- Provide targeted support
for topics or VI form
issues (e.g. UCAS).
- Share links
- Revision
-Reminders
-Build a ‘community spirit’
-Encourage background
reading
-Protected as fieldwork
photos shared
12. Utilising Technology to Teach KS4 and KS5 Geography
Use of social media in teaching and learning
Why do we use
Facebook?
-develop a geography
community
- celebrate
-share links
-engage with parents
and students
- promote
-remind
-connect
13. Utilising Technology to Teach KS4 and KS5 Geography
Use of social media in teaching and learning
Why do we use
Instagram?
- Student engagement
- celebration of student
work and success
- department promotion
Students are the key
audience here.
(No student
photographs shared
here – purely student
work, department
promotion pictures or
reminders.
14. Utilising Technology to Teach KS4 and KS5 Geography
Use of social media: Professional Development
Twitter provides an invaluable source of professional development which in turn can impact on
our teaching at KS4 and KS5.
Benefits of developing a PLN with twitter:
The handout provides
links to some Geography
teachers who are
particularly active on
twitter.
15. Utilising Technology to Teach KS4 and KS5 Geography
Innovative assessment tools: Kahoot
Collection of
questions
asked in real
time to an
unlimited
number of
players.
Great for
plenaries and
revision.
https://kahoot.com/
16. Utilising Technology to Teach KS4 and KS5 Geography
Innovative assessment tools: Kahoot
Students become very competitive – as they also score points according to time
taken to answer the questions correctly.
Just one of many forms of quick real time formative feedback for use in the classroom
17. Utilising Technology to Teach KS4 and KS5 Geography
Innovative assessment tools: Kahoot
Kahoot have also just released a new Kahoot app which enables students to play Kahoot
independently outside of the classroom.
A new feature
enables teachers
to create “Kahoot!
Challenges” which
can be set as
homework tasks –
great potential for
revision quizzes!
Teachers can get
instant
assessment of
learning progress
with challenge
reports.
18. Utilising Technology to Teach KS4 and KS5 Geography
Innovative assessment tools: QuickKey
Quick Key
-Quick marking using iPad / iPhone – results
automatically stored in mark book
- Quickly assess knowledge / understanding
and identify misconceptions.
A number of these shared on “Internet
Geography”
http://www.geography.learnontheinternet.co.
uk/quickkey.html
Evaluating the use of hinge questions and the
Quick Key app – Simon Renshaw
https://srenshaw.wordpress.com/2014/03/08/
evaluating-the-use-of-hinge-questions-and-
the-quick-key-app/
19. Utilising Technology to Teach KS4 and KS5 Geography
Innovative assessment tools – other examples..
Plickers..
Another realtime
assessment tool. Benefit
over Kahoot is that it
only requires teacher
device..
Quickly assess
understanding.
Socrative
Requires student devices
– but several question
types.
Allows more opportunity to analyse results after a lesson by keeping scores for a class.
Disadvantage – requires you to have classes set up prior to use and Plickers cards printed.
There is a free version but also a paid for pro version. More flexibility on style of
questions asked than the other two (multiple choice, true/false & short answer)
.
20. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS in geography teaching & learning
ESRI provide free access to ArcGIS online for all UK schools – just sign up
https://schools.esriuk.com/
21. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS in geography teaching & learning
23. Utilising Technology to Teach KS4 and KS5 Geography
Collecting fieldwork data for use in ArcGIS
What does it do?
Allows you to capture data anywhere – works
on smartphones, laptops / desktops (as app
but also in browser)
Data collected using Survey123 is then
immediately available in ArcGIS to facilitate
interpretation and mapping of data
predefined questions that use logic and
provide easy-to-fill answers, embedded audio
and images
Survey123
There are number of apps
available to support data gathering
which link into ArcGIS and are
useful for fieldwork with GCSE / A
Level, one of these is Survey123.
A variety of
question types
can be set up.
24. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS in fieldwork – Survey123
Supports both
quantitative and
qualitative data
collection
Use in conjunction
with other apps to
support data collection
25. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS in fieldwork – Survey123
Easy to use interface for students (or staff) to design own surveys – fully customisable.
Using GIS in fieldwork – Survey123
Other apps for
collecting data in
the field include
FieldNotesPro (a
lite version is
available) and
An alternative but
a little more
complex is the
ArcGIS Collector
app
26. ESRI’s Living Atlas
Utilising Technology to Teach KS4 and KS5 Geography
Esri’s “Living Atlas of the World”
is available through ArcGIS
Online
It is an online collection of global
geographic information
containing maps, data layers,
tools and apps for geographical
analysis.
It is constantly being developed
by the GIS community
Items include:
- Urban systems
- Demographics
- Basemaps
- Transportation
- Landscape
30. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS - Storymaps
These allow
you to use
maps, text and
multimedia to
bring to life
topics using
embeddedArc
GIS.
There are
many already
available for
use in the
classroom.
32. Utilising Technology to Teach KS4 and KS5 Geography
Using GIS - Storymaps
RGS and ESRI initiative to support teachers in schools by linking them with GIS
Professionals – find out more at https://schools.esriuk.com/geomentor/
33. Other online mapping – Digimap (Ordnance Survey)
The use of new technologies in Geography – ideas and suggestions
34. Easy to use for supporting presentation of data
The use of new technologies in Geography – ideas and suggestions
Very user friendly – great for
accessing maps at range of scales
for data presentation.
35. Utilising Technology to Teach KS4 and KS5 Geography
Other uses of technology in teaching geography
• Encouraging background reading / collating resources
• Collaboration
• iPads in Geography
• Teacher organisation
• Creating teaching and learning resources for KS4/KS5
• QR Codes
• Creating interactive quizzes
• Times in the classroom
• Online revision tools
Links and ideas for the above are all available in the handout provided which can also be
downloaded at http://bit.do/utilisingtechnologyingeography
Please feel free to contact me if you have any questions:
rchambers@stivoschool.org or @RobGeog