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This lesson plan teaches 3rd grade students about plagiarism. Students will read articles and watch videos about plagiarism and note taking. They will discuss what plagiarism means and why avoiding it is important. Students will use curated resources on a Symbaloo website and discuss what they learned in small groups. They will complete a Google Form assessment to check their understanding. The goal is for students to learn how to ethically use information from their research.
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Education of the 21st century MLIS student for technical agility.
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
Leveraging Technology for Continuing Medical Education
This document discusses using technology to enhance continuing medical education (CME). It outlines objectives like sharing cost-effective technologies, best practices, and risks. Part 1 covers webinars, including planning (topic, promotion), delivery (speakers, platforms), and evaluation. Part 2 reviews other technologies like Twitter chats, Periscope broadcasts, MOOCs, and flipping classrooms. Part 3 discusses intellectual property, maximizing social media, post-event support, and monitoring interest. The overall aim is to extend CME using technology, while addressing challenges through team-based continuous learning.
M5.4 pp tpresentation04132015final
This document discusses emerging technologies that can be used to enhance information literacy instruction in libraries. It describes tools like mobile apps, social media, digital reference, blogs, and videos that can be utilized to engage learners and provide flexible access to library resources. The document emphasizes that technology alone does not improve learning; it must be integrated thoughtfully based on learning theories to positively impact the learning process and outcomes.
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Information Literacy as Taught in Moodle - Kathy Eby, Brescia University
Information Literacy as Taught in Moodle - Kathy Eby, Brescia UniversityAssociation of Independent Kentucky Colleges and Universities
This document describes an 8-week online course on information literacy taught through Moodle. Each week covers 1-2 American Library Association information literacy competency standards and includes videos, readings, assignments, and forums to help students develop skills in locating, evaluating, and using information effectively. Assessment includes a pre-test in week 1, weekly quizzes, and a post-test in week 8 that has shown an average 10% improvement in students' information literacy abilities. The course helps students learn how to define their information needs, search library databases and catalogs, evaluate sources, and properly use information while avoiding plagiarism.Week 8.pptx
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Revised as part of a real world exercise for students in my Business Communication class. Compare the draft to the revised slide pack- Where were errors changed and what was added?
Recommended
Education of the 21st century MLIS student for technical agility.
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
Leveraging Technology for Continuing Medical Education
This document discusses using technology to enhance continuing medical education (CME). It outlines objectives like sharing cost-effective technologies, best practices, and risks. Part 1 covers webinars, including planning (topic, promotion), delivery (speakers, platforms), and evaluation. Part 2 reviews other technologies like Twitter chats, Periscope broadcasts, MOOCs, and flipping classrooms. Part 3 discusses intellectual property, maximizing social media, post-event support, and monitoring interest. The overall aim is to extend CME using technology, while addressing challenges through team-based continuous learning.
M5.4 pp tpresentation04132015final
This document discusses emerging technologies that can be used to enhance information literacy instruction in libraries. It describes tools like mobile apps, social media, digital reference, blogs, and videos that can be utilized to engage learners and provide flexible access to library resources. The document emphasizes that technology alone does not improve learning; it must be integrated thoughtfully based on learning theories to positively impact the learning process and outcomes.
C Lykowski~Dod Macomb Isd Aug 2008
The document discusses the importance of global education and collaboration in developing 21st century skills in students. It argues that global projects help students become effective collaborators, learners, and creators by developing skills like communication, cultural awareness, critical thinking, and ethics. Such projects provide authentic learning experiences and embrace how students naturally learn using digital tools and networks. The document provides tips for setting up global collaboration projects, including connecting with other classrooms, creating student work, facilitating communication, building character, and allowing choice and care in projects.
MSc Social Reseach Methods Presentation.
This document discusses potential research into how students use Web 2.0 tools and how that relates to social learning theories. It outlines how social networking, user-created content, and information gathering are key aspects of Web 2.0 and students. The proposed research question is how students' use of Web 2.0 tools ties into existing knowledge about social learning theories. Interviews, focus groups, and analyzing tool usage are suggested methodologies, with anticipated risks being getting a range student perspectives and the changing nature of Web 2.0 tools.
Information Literacy as Taught in Moodle - Kathy Eby, Brescia University
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This document discusses safety and ethics issues related to physical education (PE). It examines legal, social and ethical issues teachers should consider regarding social media use and online safety issues for students, such as cyberbullying. Teachers are asked to reflect on their own social media use and consider how to address potential negative outcomes of technology use for students. The document provides questions for teachers to discuss related to their PE experience in the next class.
Revised presentation the use of disruptive net-based tools to re-imagine
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This document outlines a 5-day reading enrichment unit about Earth Day and spring for elementary students. The unit goals are for students to identify objects for recycling and describe signs of spring. Over five days, students will listen to stories, learn about recycling and planting through online videos and games, and choose a project to create or perform demonstrating their new knowledge, such as making a story on Storybird or acting out a recycling skit. The media specialist will support students during their project work and record student presentations to share on morning announcements.
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First Quater week 7.docx
This document contains a teacher's daily lesson log for a Grade 12 class. The lesson focuses on discussing legal, ethical and societal issues related to media and information literacy. It involves analyzing a case study, discussing key concepts like copyright, plagiarism, cyberbullying and computer addiction. Students are divided into groups to discuss assigned case studies related to these issues and present their analyses. Formative assessments are used to evaluate student learning. The teacher reflects on the lesson's effectiveness and requests guidance from supervisors on strategies to further support students requiring remediation.
Assure presentation
This document outlines a lesson plan for 8th grade students to learn about primary and secondary sources. The lesson includes activities for students to practice identifying and categorizing sources, locate primary and secondary sources online, and create a primary source document about their first week of 8th grade using the tool Glogster. Formative assessments using tools like Wiffiti will check students' understanding, and rubrics will evaluate group work and final projects. The teacher will provide feedback throughout and modify the lesson based on student progress and needs.
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This document outlines research-based strategies to support student online reading comprehension. It discusses how the internet is now the primary way students access information and how classrooms have increased internet access. It then describes the skills students need, including determining credibility of online sources and synthesizing information. The document presents a teaching approach called Internet Reciprocal Teaching (IRT) which uses a three phase process starting with teacher-led instruction of basic skills, then collaborative modeling of strategies, and finally individual and group inquiry projects. Teachers are encouraged to provide "information challenges" and use flexible grouping strategies to engage students in evaluating, analyzing and communicating information online.
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Effective strategies to support student online reading comprehension include explicitly teaching students to identify important questions when reading, locate relevant information, critically evaluate sources, synthesize information to answer questions, and communicate answers to others. Teachers should use a three-phase model starting with direct instruction of basic skills, then collaborative modeling of strategies, and finally student-led inquiry projects, which may include collaboration with global partners. Throughout, teachers provide challenges to engage students in applying skills across content areas.
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This document proposes a one hour staff development meeting to educate 7th grade language arts teachers on proper image use and Creative Commons licenses. It would teach teachers how to find images with clear licensing on sites like Flickr and Google for classroom projects. The goal is for teachers to then instruct students on ethical image use for a journalism unit. Assessments would evaluate teachers' understanding of licenses and the impact on students' final work.
Understanding the Basic Concept in ICT
The document defines key terms related to technology in education including technology, information and communication technology literacy, educational technology, digital literacy, digital learning, and instructional technology. It provides examples of tools that can be used for digital learning like Skype, Canary Learning, iBooks, and KA LITE. The terms also cover concepts like the internet, world wide web, web access, webquests, blogs, wikis, flipped classrooms, podcasts, Google apps, vlogs, and social media. Productivity tools, technology tools, and voice over internet protocol are also defined.
Social media knowledge activities: Opportunities for learning across formal a...
This document discusses opportunities for learning across formal and informal settings using social media. It begins by noting that while social media plus learning does not necessarily equal meaningful engagement, it could if used purposefully. The author then discusses findings from their research on student perspectives and needs regarding social media use. Key points from cited literature on social media and education are presented. The remainder of the document focuses on strategies and tools for implementing meaningful networked knowledge activities using social media that are grounded in educational theory and address student needs.
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The shift to digital classrooms brings new challenges in accessibility to multimedia content such as images and videos. This workshop introduces tools for creating embedded image and video descriptions for independent and immediate access to digital content by students who are blind or visually impaired.
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Second Life is a virtual world platform that can be used for education. It has advantages like bridging distances for online learning, allowing nonlinear learning experiences, and simulating experiments without physical equipment. However, it also has disadvantages such as distractions from other users, a lack of student monitoring tools, and high hardware and bandwidth requirements. Learning theories that apply include social constructivism and social learning theory, which emphasize learning through social interaction and observation.
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Technology can promote collaborative and reflective learning for English language learners in four key ways: 1) by presenting authentic models and student-created models, 2) by supporting self-directed learning outside the classroom, 3) by generating more student output and input during planning, acting, observing and reflecting, and 4) by furthering students' zone of proximal development through review and revision leading to polished work. The document discusses several tools like YouTube, apps, and computer-mediated communication that can be used and provides examples of using role-plays and student-created videos to develop language skills through collaborative projects.
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The document discusses using blogs in the classroom to improve student motivation and learning. It recommends that teachers create classroom blogs to better communicate with students and parents, allow students to socially interact using literacy skills, and discuss important topics. Setting up a blog through Blogger.com is simple and allows teachers to post assignments, notes, and resources to keep students updated and engaged in learning. Blogs support collaboration between students and help improve communication, motivation, and excitement for learning.
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This document discusses using Twitter in education. It provides examples of how teachers and students can use Twitter, including for class discussions, feedback, following experts, and investigating topics. Students in one study reported that Twitter helped reduce their anxiety in the target language and allowed them to ask questions. The document provides suggestions for how teachers can incorporate Twitter, such as prompting initial tweets, developing course-specific practices, and having students discuss themselves or content in class or beyond.
Ppt Chapter 2
This document discusses how today's students, known as digital natives, think and learn differently than previous generations due to their constant exposure to technology from a young age. It notes they are adept at tasks like social networking and accessing information online. The document also outlines several theories about how students learn best, including constructivism, project-based learning, and connectivism, all of which emphasize hands-on, collaborative activities supported by technology connections. It concludes that schools face the challenge of employing these types of deeper learning approaches while also meeting standardization requirements.
Earth Day in Spring
This document outlines a 5-day reading enrichment unit about Earth Day and spring for elementary students. The unit goals are for students to identify objects for recycling and describe signs of spring. Over five days, students will listen to stories, learn about recycling and planting through online videos and games, and choose a project to create or perform demonstrating their new knowledge, such as making a story on Storybird or acting out a recycling skit. The media specialist will support students during their project work and record student presentations to share on morning announcements.
21stcenturydigitalliteracy
The document discusses how digital literacy skills are essential for students in the 21st century as text is increasingly moving from offline to online formats. It emphasizes that teachers need to help students develop skills like online reading comprehension, information literacy, and evaluating online sources. The document provides examples of how online texts differ from print and discusses strategies teachers can use to help students practice digital literacy skills across content areas, including using websites, online collaborations and discussions, and digital creation of content.
The-Digital-Learning-Journey-Going-in-Expected-and-Unexpected-Directions
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Presenters:
Katie Gibson
John Millard,
University Libraries
Miami University
Course management software (CMS) used in higher education is often multi-layered, poorly organized, and difficult for students to navigate. At Miami University, six librarians teaching different sections of a course in the Interactive Media Studies department bypassed institution-supported course management software in favor of Ning.com. This breakout session will present lessons learned from this experiment, discuss pros and cons of abandoning institutionally supported systems, and explain how the adoption of this new technology affected teaching.
Media Gap
The document discusses how technology can encourage lifelong learning. It defines lifelong learners as students who continue studying content after a class ends. It analyzes curricular and non-curricular technology use, finding that non-curricular use tends to be more interactive. Statistics show students extensively use media like the internet and games in both educational and non-educational ways. The document suggests educators incorporate interactive technologies like simulations, podcasts, and wikis into their curriculum to help engage students and encourage lifelong learning.
Mobile devices
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This document contains a teacher's daily lesson log for a Grade 12 class. The lesson focuses on discussing legal, ethical and societal issues related to media and information literacy. It involves analyzing a case study, discussing key concepts like copyright, plagiarism, cyberbullying and computer addiction. Students are divided into groups to discuss assigned case studies related to these issues and present their analyses. Formative assessments are used to evaluate student learning. The teacher reflects on the lesson's effectiveness and requests guidance from supervisors on strategies to further support students requiring remediation.
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2. Some benefits of integrating digital literacy are that it motivates students by making learning enjoyable, accommodates different learning styles, and allows students to demonstrate their learning in unique ways.
3. The document also discusses potential data privacy implications when researching and collecting information online for schoolwork.
Wallace m ml 2
This lesson plan is for a 5-day unit where 3rd grade students in South Carolina will research and take notes on the six regions of their state. Each day, students will work in groups to research the regions using online resources and their textbook. They will record notes on a handout and respond to the teacher's daily question on Padlet. On the final day, students will share which region they think is best by giving facts to support their opinion. The teacher will monitor students' understanding through Padlet responses and provide feedback throughout.
Digital literacy and Citizenship syllabus
This document provides an overview of a digital literacy and citizenship course taught by Mrs. Joyce Lourenço Pereira. The course uses a research-based curriculum developed by Common Sense Media to teach students skills and ethical decision making related to digital media use. Over the course of the year, students will explore topics like internet safety, digital footprint, cyberbullying, information literacy, and copyright through lessons, assessments, and multimedia projects using tools like Edmodo, Gmail, iPads, and various web apps. The goal is for students to safely and responsibly navigate the digital world.
Technology Lesson Plan
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
Fleming tech unit_outline_final-edited_2
This document provides an outline for a 6-day technology integration unit plan where middle school students will create mini gardening tutorials using the Educreations interactive whiteboard application. Students will research gardening topics, take photos, write scripts, and develop storyboards before recording their tutorials. They will then share their finished tutorials online and develop quiz questions covering all topics. The unit goals are for students to demonstrate mastery of their gardening topics as well as iPad and Educreations skills.
SmithKayla_ML.pdf
This lesson uses various Google tools like Google Classroom, Google Slides, Google Docs, and Jamboard to teach 4th grade students about Westward Expansion and the Trail of Tears. Students will analyze a picture of the Trail of Tears, research the topic using GALILEO, collaborate on a Jamboard, and learn about plagiarism. They will create a word frayer model in groups and present their findings. The lesson incorporates inquiry-based learning and information fluency to engage students and help them understand the impact of westward expansion on American Indians.
SmithKayla_ML.pdf
This lesson uses various Google tools like Google Classroom, Google Slides, Google Docs, and Jamboard to teach 4th grade students about westward expansion and the Trail of Tears. Students will analyze a picture of the Trail of Tears, research the topic using GALILEO, collaborate on a Jamboard, and learn about plagiarism. The lesson incorporates inquiry, collaboration, and information literacy skills. Assessment includes a Google Form and student reflections.
Frit7234
This document provides resources and lesson plans for teaching about the Georgia Creek and Cherokee cultures. It includes three lessons that address: 1) ethical use and copyright laws in research, 2) how the Creek and Cherokee used natural resources, and 3) the impact of the Trail of Tears. Each lesson provides guiding questions, curated resources, and assessments for students. The resources include videos, articles, and interactive games. Students will complete blog posts, research biographies, and a jeopardy game to demonstrate their understanding.
Final identifying and demonstrating knowledge of copyright rules
This lesson plan aims to teach middle school students about copyright law. It will have the students analyze copyright scenarios, apply their knowledge to create a group project demonstrating copyright rules, and present their project using various technologies. The students will be divided into groups, shown a Prezi lesson on copyright, research copyright issues online, and act out scenarios correctly and incorrectly using copyrighted material. They will then create a media presentation using tools like Animoto or videos to illustrate their scenarios and what they learned about copyright.
Cyber safety
This document provides information about cyberbullying, social networking, and digital citizenship. It defines cyberbullying as repeated hostile behavior online intended to harm others. Social networking is defined as using websites to communicate and share information. The document then provides tips for safe and responsible use of social media and the internet such as not sharing personal information, using strong passwords, and avoiding inappropriate websites. It emphasizes the importance of digital citizenship.
AI Literacy -Undergrad_Graduate Course
This course is designed to empower students with a deep understanding of Artificial Intelligence (AI), focusing on critical evaluation, communication, collaboration, and practical application in various contexts. 🤖✨
What to Expect:
Comprehensive exploration of AI fundamentals, including machine learning, NLP, computer vision, and more.
Insightful case studies on AI's role in enhancing learning, addressing ethical considerations, and navigating societal impacts.
Hands-on experience with generative AI tools like ChatGPT to support and enrich your learning journey.
Engaging assignments that blend theory with practical application, including critical reviews, lab sessions, and a research paper centered around the AI Identity Framework.
Learning Outcomes:
A solid grasp of AI concepts and their educational applications.
Critical thinking skills to evaluate AI's benefits and limitations in learning environments.
Insight into the ethical, social, and policy dimensions of AI technology.
Practical experience with AI tools to enhance personal and academic growth.
Join us for a transformative learning experience where we'll delve into the heart of AI technology and its implications for the future of education and beyond. Whether you're aiming to deepen your understanding of AI or explore innovative ways to integrate AI tools into learning and professional settings, this course offers a unique and comprehensive platform to achieve those goals.
Preschool Program Portfolio Lesson Plan
This leson plan is on developing a portfolio and writing a lesson plan for preschoolers for a Child Development Class.
Technology Integration Unit Yunis
1. Students will learn to identify valid and appropriate websites for research projects in a Modern World History class.
2. Working in pairs, students will find and present two valid websites for different history units over the course of the school year.
3. Criteria for valid websites include being factually accurate and appropriate for academic research. Students will learn to evaluate websites and cite sources properly.
Prezi lesson plan
This lesson plan outlines a week-long project for 6th grade science students to research famous scientists. Students will be assigned individual scientists to research using approved websites and resources. They will take notes using graphic organizers and then create Prezi presentations to share their findings with the class. The teacher will provide direct instruction on digital citizenship, researching skills, and using Prezi. Students will work independently on their projects but receive support from teachers. Their presentations will be evaluated using a rubric.
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Wallace m ml 1
- 1. Meredith Wallace FRIT 7234 Mini Lesson Lesson 1: Ethical Use of Information Grade Level: 3rd Grade Time Allotment: 45 minutes Description of Lesson: The purpose of this lesson is for students to learn how to avoid plagiarism when researching and taking notes. They will read articles, watch videos, and have discussions on the topic of plagiarism. Student Background: Students have a knowledge of basic computer skills, curated resources, and completing Google Forms. Standards: ● ISTE Standards: Digital Citizen- Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. 2c- Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. Guiding Question: How do you avoid plagiarism when researching and taking notes on a topic? Objectives: ● The students will discuss plagiarism and note taking. ● The students will restate what plagiarism means. ● The students will conclude why the information on plagiarism and note taking is important to them.
- 2. Materials/Resources: Computer for each student, curated resources on ethical use of information using Symbaloo, Google Form Assessment Instructional Procedures: The teacher will have a discussion with the class to find out what they already know about plagiarism. The teacher will present the guiding question to the class. The students will access the curated resources developed in Symbaloo to view articles and videos on plagiarism and note taking. Website link: https://www.symbaloo.com/shared/AAAAB8GzvecAA42AR5E6eQ== . When all of the students are on the site, the teacher will tell the students to click on the first four tiles. (The last tile is a website for plagiarism detection that they will not use for this lesson.) As students view the curated resources on their individual computers, the teacher will monitor and help students. As the students complete the curated resources, they will be placed with a partner or small group to discuss what they learned. The groups will share aloud with the class. Assessment: Students will complete the following assessment using Google Forms. https://docs.google.com/forms/d/e/1FAIpQLSfENvl29qEhJ1Gcm6rdvEmN3PxylQA68bV 4a6c_P0zYcRNYyA/viewform?usp=sf_link The teacher will review the assessment and provide any feedback or reteaching that is needed. Digital Information Fluency: 3.A Learners ethically use digital information. Principles of Inquiry-Based Learning: Authentic- The topic of plagiarism is relevant in the lives of the students. Deep Understanding- The teacher addresses misconceptions during the initial discussion. The articles, videos, and collaboration give students the opportunity to develop a deep understanding of the topic. Assessment- Teacher
- 3. observations are made throughout the lesson. Technology was used to create a Google Form that includes open-ended questions and a self-assessment. Appropriate Use of Technology- Technology was used for students to access information and to share what they learned. Ethical Citizenship- Students learn how to appropriately use information found on the internet. Enhance/Extend: Using technology to create a curated list of resources enhances the learning for students. The articles and videos provide a way for students to develop a deeper understanding of the topic that could not be reached by only using class discussions.