This document outlines a professional development program called Voices in History (VIH) that aims to improve student achievement in English Language Arts. It will do so by training teachers to effectively integrate technology into their social studies instruction. Over three years, participating teachers from 28 schools will develop strategies to address the needs of struggling English Language Learners. They will receive training to create lessons that develop writing, critical thinking, and align with standards while using technology as an instructional tool. Students will conduct research and incorporate writing into multimedia presentations using various technologies.
Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning t...Gihan Wikramanayake
G N Wikramanayake, K P Hewagamage, G I Gamage, A R Weerasinghe (2007) "Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning through e-learning framework" In:25th National Information Technology Edited by:Chrisantha Silva et al. pp. 68-81. Computer Society of Sri Lanka, Colombo, Sri Lanka: CSSL Sep 19-20 ISBN: 978-955-9155-15-7
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning t...Gihan Wikramanayake
G N Wikramanayake, K P Hewagamage, G I Gamage, A R Weerasinghe (2007) "Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning through e-learning framework" In:25th National Information Technology Edited by:Chrisantha Silva et al. pp. 68-81. Computer Society of Sri Lanka, Colombo, Sri Lanka: CSSL Sep 19-20 ISBN: 978-955-9155-15-7
Challenges and Adjustments in the Curriculum and Instruction of the K+12 Prog...IJAEMSJORNAL
The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program implementation of teachers together with their principal/school heads in the Laboratory High School of Nueva Ecija University of Science and Technology, during the academic year 2019-2020. The study utilized the descriptive method in order to describe the current status of the K+12 curriculum implementation in the said school. A total of 69 respondents were selected through purposive sampling coming from the four campuses of NEUST namely Gabaldon Campus, San Isidro Campus, Fort Magsaysay campus and General Tinio Campus. Weighted means were used to analyze their assessment of the curriculum, instructional-related factors and the challenges and adjustments encountered. The findings showed that the curriculum content, objectives and instructional-related factors are in conformity with the standards, policies or guidelines set by RA 10533, or otherwise known as “Enhanced Basic Education Act of 2013”, subject to some improvements due to the addition of elective subjects. Respondents consider their learners as the center of the educational process, use varied types of teaching strategies and techniques depending upon the learners need, and has individual, paired or group applications. Resource materials and facilities are available but they are not adequate, nonetheless, school environment is generally conducive to learning. No significant relationship exists on their assessments with respect to the challenges experienced and the adjustments made in the implementation of the K+12 curriculum.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
La Institucion Bolivar y sus sedes se encuentran ubicadas en zona de dificil acceso en el Municipio de Santa Isabel, sin embargo se ha llevado a cabo la ejecucion de un proyecto para contribuir en el mejoramiento de su calidad de vida.
Dell UltraSharp U3415W Handbuch auf Deutsch. Beinhaltet Technische Daten sowie Lieferumfang und Anleitung des Widescreen Monitors. Testbericht lesen: https://dellu3415w.wordpress.com
Manufacturing wide range of Air Separation Plants such as Oxygen Plants, Liquid Oxygen Plants - Technical Specs, Oxygen Plants - Technical Specifications, Liquid Oxygen Plant Layout, Oxygen Gas Plant - Scope of Supply, Technical Specifications For Oxygen Gas Plant, Technical Specifications for Oxygen Gas Plant, Oxygen Gas Plants - Salient Features, Liquid Nitrogen Plants- Scope of Supply, Liquid Nitrogen Plants- Technical Specifications, Liquid Nitrogen Plants - Technical Specifications, Salient Features of Liquid Nitrogen Plants.
Presentación de Jerónimo Corral, Premio Hudson 2013 al mejor director de Rec...Seresco
Ponencia "La función de Personas: evolución y perspectivas en fase de recuperación económica" impartida por Jerónimo Corral, Premio Hudson 2013 al mejor director de Recursos Humanos, durante el #HRMeetingPoint 2014.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
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Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
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0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Explore Fredlie Pialago Bucog's professional story here!
Fredlie's CV is a glimpse into his journey—a mix of academic achievements, work experiences, and his dedication to shaping education. It outlines his educational background, roles held, and contributions made in the field of education. Delve into Fredlie's CV to discover his path, accomplishments, and the passion he holds for revolutionizing learning in today's digital world.
Presentation of Rob Lowney & Suzanne Stone for EDEN's European Online and Distance Learning Week on 'Practical and pedagogical ways to assess your students online' - Wednesday, November 4, 2020, 12:00-13:30 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-5/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. PROFESSIONAL DEVELOPMENT NEW YORK CITY
DEPARTMENT OF EDUCATION
ALL PARTICIPANTS ARE REQUIRED TO
Joel I. Klein, Chancellor
ATTEND A TWO DAY TRAINING IN
PROJECT-BASED LEARNING AND ONE The Office of Educational Technology
OPTION LISTED BELOW. Division of Assessment and Achievement Resources
CHOOSE ONE TRACK ONLY
Option A: Face-to-Face Sessions
Participants will attend six face-to-face Saturday
workshops from 8:00 am to 2:00 pm. Participants
will choose to receive either 3 “P” credits or train- Enhancing Education
ing rate.
Through Technology
TENTATIVE DATES: (EETT)
1/23/10, 2/27/10, 3/20/10, 5/1/10, 5/8/10, 6/5/10 Title IID funded
Voices In History
Program
Title IID Funding
September 2009–
Contact: December 2012
Option B: Pull-Out Sessions Queens Office of
Participants can attend six pull-out sessions during the Educational Technology
school day from 9:00 to 3:00 pm. NOTE: No “P” 82-01 Rockaway Boulevard
credit will be offered for this option.
Ozone Park, NY 11416
TENTATIVE DATES: Winnie Bracco
1/22/10, 2/26/10, 3/19/10, 4/20/10, 5/7/10, 6/3/10 Technology Innovation Manager
Wbracco@schools.nyc.gov
The Office of Educational
Option C: Online Course—30 hours Technology (OET) provides
“P” course. This course is designed for grant teachers innovative solutions to transform Diane Kay
who are comfortable working online and have experi- teaching, learning, and leading Community Superintendent CSD 25
ence taking online courses. Participants must be pre- through professional development
approved prior to registration and seats will be services and on site support. Dr. Philip Composto
strictly limited. NOTE: This course is offered for “P” Community Superintendent CSD 30
credit only.
STARTING DATE: Jan 22, 2010 http://www.oitqueens.com
http://oitqblogs.com
2. VOICES IN HISTORY
Voices in History (VIH) - is an intensive profes- Goal
sional development program that will focus on im-
The ultimate goal of the VIH Program is to improve
proving student achievement in ELA by integrating academic performance in ELA by enhancing teachers’
technology into the Social Studies curriculum. VIH abilities to effectively infuse technology into their
serves the goals of the Enhancing Education Through Social Studies instruction. Throughout the three-year
Technology theme, “Technology Infusion into Instruc- cycle, participants and school Inquiry Teams will
tion through Professional Development,” by empow- identify and target English Language Learners for
ering educators to engage students in interdisciplinary whom traditional instruction has failed. Teachers will receive professional development using multi-
projects that develop writing, critical thinking, and develop strategies to address the specific needs of media tools to create lessons and videos that
problem solving skills. The VIH program aims to these students in order to fill instructional gaps and are aligned to the NYS Social Studies and Eng-
carefully monitor the results of each strategy. For lish Language Arts standards. In addition, the
train teachers to use technology as both an instruc-
each consecutive year of the program, it is proposed lessons will align to the National Educational
tional tool for the Social Studies curriculum Technology Standards for teachers and stu-
that 80% of target students will achieve at least one
and as a way to reinforce fundamental ELA year of growth on their scale score of the NYS ELA dents and the Professional Teaching Standards
skills. exam. .
develop and strengthen their collaboration
Twenty New York City public and eight non- with other Social Studies teachers while inte-
public schools within Community School Districts 25 grating technology into instruction to advance
and 30 will be participating. These schools have been ELA skills
identified as SINI, SRAP or Corrective Action.
incorporate the project-based learning process
Dist 25 Technology Infusion within their content area and use technology
IS185, IS189, IS237, John Bowne HS, and Flushing HS to enhance research and writing skills
Dist 30 Students will conduct research by reading literature,
IS10, PS76, PS92, PS111, PS112, PS127, PS151, IS126, IS141, historical fiction, biographies and use primary sources collaborate within ARIS Connect and using a
IS145, IS204, IS230, William Cullen Bryant HS, Long Island around selected topics. Through the use of technol- variety of virtual community tools, such as
City HS and Newcomers HS ogy students will incorporate their non-fiction writing email, blogs, wikis, the web portal and synchro-
Non-Public Schools into multimedia presentations using graphics, audio nous communications
St. Mel, St. Kevin School, Muslim Center Elementary
files and video. Culminating projects will be collected
School, Shevach HS, El –Ber Islamic School, St. Francis of
Assisi School, Queens Lutheran School, in e-portfolios with student reflections of the project-
based learning process and their understand-
ing of the specific content.
Support
Teachers and school leaders will receive on-going
professional development — face to face and online
and in-school mentoring support. Workshops will
take place throughout the year to allow for teacher
experimentation and online collaboration using re-
cently learned content between sessions.