Whales s. kalan
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1) The teacher implemented a unit on whales for her kindergarten class to incorporate science into their reading curriculum. She had students vote on an animal to study, and they chose whales. 2) To further engage students and integrate technology, the teacher created a class wiki and had students watch online videos about whales. This helped students better understand concepts about whales that were difficult to grasp from text alone. 3) By allowing student input on the wiki and viewing lessons together on the smartboard, the technology helped students feel ownership over their learning and engaged with the material.
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This document outlines a technology integration plan for a 4th grade lesson on the U.S. Census. The lesson is divided into 5 phases: 1) introducing the significance and purpose of the census, 2) objectives and assessments, 3) integration strategies using constructivist and project-based learning, 4) a series of activities for students to learn about and conduct their own census, and 5) evaluation of integration strategies based on student outcomes. Key activities include researching the census' origins, analyzing census data about their state, creating and conducting a classroom census, and presenting what they've learned.
Lesson Plan N° 7
This lesson plan is for a 6th grade English class focusing on the language exponents "have got" and "haven't got". The main activity will have students work in pairs to look at images of rare animals and answer yes/no questions about whether the animals have or don't have certain features. They will then present the animals to the class, describing what features they do or don't have. The homework assignment involves completing a crossword puzzle using vocabulary about different animals.
Creation - Day 5
This Bible-based, educational and colorful slide show teaches children about the fifth day of creation as recorded in Genesis 1. It contains realistic pictures, a quiz, and a fun song for the children to learn and sing along with the author- perfect for parents, teachers and church volunteers interested in encouraging their children's mental, physical, social and spiritual growth. An accompanying activity book can be found at www.7daysofcreation.net.
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Using Technology in the Classroom Portfolio
Mary Beth Gries is applying for technology awards for her use of technology as a student teacher. She integrated technology heavily into her classes to enrich instruction and meet diverse student needs. Part 1 of her portfolio details how she used the Schoology site to communicate assignments and resources to students, which increased assignment completion especially for students with busy schedules. She provided daily announcements, homework slides, and class materials and resources through Schoology to support all students, including those who missed class. Part 2 will discuss additional technology integrated into her classroom and use of library resources.
Life In The Desert
This document summarizes a lesson introducing students to the book "Life in the Desert" through a PowerPoint presentation. The presentation incorporated visual explanations of desert concepts and terms to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading to review concepts. The teacher felt technology enhanced the lesson by allowing novel ideas to be explained visually, and students were engaged and remembered what was discussed from the presentation.
Life in the Desert Technology Lesson Updated
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading and review concepts. The teacher felt technology integration was effective for enhancing student understanding of novel concepts in the text.
Life In The Desert
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life and make text-to-self connections. Students were able to access the presentation during lessons and review slides independently. The teacher felt technology enhanced the lesson by allowing visual explanation of ideas and engagement of multiple learning styles.
Huntly Middle School Syndicate
This document provides examples of how various middle schools in New Zealand are using ICT tools to enhance learning. It describes tools like solo-coded rubrics, questioning using Blooms taxonomy, and websites used for topics like typing, juggling, current events, music, and history. Reflections note that ICT helps engage students, develop thinking and language skills, and make learning more meaningful when combined with discussion. Next steps include having students create their own rubrics and questions.
The Water Cycle
The students learned about the water cycle through an interactive website that was projected at the front of the classroom. The website used animations, words, and narration to explain each part of the water cycle. The class discussed each part of the cycle as the teacher directed students to click different areas of the website. After the lesson, students used computers individually to reinforce their understanding by accessing the website on their own.
Action plan
Kristin Singbeil outlines her action plan after completing an EDPD course on using technology in the classroom. She plans to continue exploring resources on the course wiki and updating her own wiki with new information. She now feels better equipped to incorporate technology into her lessons to make them more engaging for students. She hopes to share what she has learned with other teachers by creating a resource wiki and eventually creating a student wiki to communicate with parents. She was surprised by how many useful resources were available that she was previously unaware of and looks forward to using tools like Kurzweil and Literactive with her students.
New technologies III
Trabalho solicitado no curso de pós graduação da Universidade Estácio de Sá pela professora Ana Paula Cypriano
Warning!Modelling effective mobile learning is infectious. Invited presentati...
This document summarizes a presentation about using mobile technologies to enhance learning and teaching in higher education. It discusses:
1) The benefits and challenges of mobile learning that were explored, including increased connectivity, community formation, and peer support, but also issues with technology access.
2) The mobile learning approach used in a Postgraduate Certificate in Academic Practice program, which took a blended learning approach using tools like Socrative, WordPress, Google+, Twitter, YouTube, and Facebook to foster collaboration and an "always on" learning network.
3) Stories from participants who found Twitter invaluable for learning and motivation, while YouTube ensured inclusivity, and constant notifications from WordPress encouraged reflection and peer support. Benef
Rheingold U with captions
Howard Rheingold started using online media in education because physical classrooms have limitations in time, participation, and the ability for students to engage deeply with subjects. He began thinking about the learning potential of online social media in the 1980s and coined the term "virtual community." Rheingold designed interfaces for online education platforms in 1995 and 2008 that aimed to provide asynchronous multimedia discussions, mentors, coursework and media access for students around the world. He has since taught courses using a variety of online tools and media to create engaging, participatory learning experiences.
Multimedia portfolio 1
This portfolio was created by Lorena Aguagüiña, a student in the English Language Teaching program at the Universidad Técnica de Ambato in Ecuador. The portfolio contains evidence that addresses five elements: (1) analyzing websites for reliability, (2) creating a Diigo account to bookmark websites, (3) preparing an English language lesson plan, (4) exploring Web 2.0 tools for language teaching, and (5) creating a virtual learning environment using Edmodo. Through completing these elements, Aguagüiña aims to develop skills in using technology and online resources to research and teach English. Self-reflections indicate the portfolio experience helped her learn to evaluate online information and identify
Tech Final
1) The teacher used a PowerPoint presentation on the Smart Board to engage students in learning about key events of WWII and children who made contributions, showing pictures and videos.
2) Students helped present on the lives of three children from WWII to make personal connections.
3) A YouTube video about Hitler's Youth captivated students and helped them experience the era in a new way.
97 2003
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students in different schools use cloud-based technologies for collaboration, assistive learning, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imaginations to create solutions. It finds children can understand complex systems and express their ideas through experiences.
97 2003
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers. It finds that with access and instruction, children can gain basic literacy. The second article describes how schools are using cloud-based computing to enhance learning, such as collaborating on field trips or creating math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imagination to solve problems. It finds children can represent technological solutions through experience and imagination.
97 2003
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students are using cloud-based computing for collaborative projects involving field trips, assistive technology, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments with balancing toys and creating their own devices. It finds that children can understand complex systems by representing solutions through experience and imagination.
Reflection on my Philosophy of Teachnology
The document reflects on the author's philosophy of technology in teaching before and after taking an EDU 210 class. Before the class, the author did not have a strong philosophy on technology in teaching. However, after learning about interactive whiteboards, using technology for differentiation, and TPACK (technological pedagogical content knowledge), the author now understands that technology can greatly benefit student learning when integrated effectively.
Share the wealth
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
Final presentation
This document outlines a World History project that aims to increase student engagement through technology integration. The teacher will model various technology tools and activities for students to use, including online discussions, a webquest, and multimedia presentations. Students will collaborate online and in flexible groups to research historical topics and create projects showcasing their understanding. Assessment will involve rubrics to evaluate students' technology skills and performance on discussions, webquests, and multimedia projects. Initial surveys showed improved student engagement and attitudes by the end of the technology-focused project.
Technowellies Powerpoint
The document describes how a teacher used various technologies like video cameras, digital cameras, microscopes, and interactive whiteboards to enhance traditional outdoor learning activities called "Welly Walks". The technologies allowed students to record their observations, examine objects more closely, and revisit the outdoor experience back in the classroom. This engaged the students more in active learning and helped develop their observation, vocabulary, and engagement with the outdoor curriculum.
ASSURE Method Day 2
I. The lesson is designed for a 9th grade honors class in West Virginia consisting of about 20 students ages 14-16 who are mostly Caucasian. Most students learn best visually, through hands-on activities, and group work.
II. The objectives are for students to write a magazine article about the Green Bank Observatory using a webquest, and to accurately discuss the Green Bank telescope and Arecibo Observatory on Twitter.
III. The lesson incorporates Voki, Twitter, a webquest, and Facebook to accommodate different learning styles and engage students through interactive activities involving research, writing, and discussion.
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Media literacy
The document discusses media literacy and its importance in the 21st century. It defines media literacy as the ability to access, analyze, evaluate, and produce communication in various forms. It also discusses the key components of media literacy like critical thinking, analytical skills, and the ability to judge credibility of information from different media sources. The document emphasizes that media literacy education requires active inquiry and critical thinking about the messages we receive and create through different media. It also provides guidelines around fair use of copyrighted content for educational multimedia projects created by teachers.
Reduce reuse recycle j. song
This document provides a technology integration plan to teach third grade students about reducing, reusing, and recycling through a project-based learning approach using online resources and hands-on activities. It involves five phases: 1) introducing the objective to make students environmentally conscious citizens, 2) outlining objectives and assessment methods, 3) describing integration strategies using books, websites, and hands-on projects, 4) outlining the instructional environment including necessary materials, and 5) evaluating the integration strategies. Students will complete activities such as a webquest on paper vs plastic bags, reusing items at home, creating waste-free lunches, and presenting their learning to the school.
Our nation's capitol k. carroll
This document outlines a technology integration plan for a second grade lesson on Washington D.C. It involves using virtual tours and websites to teach students about important sites and symbols in the capital. Students will be assessed before and after the lesson to evaluate the impact of the technology. The plan is divided into phases that introduce the lesson objectives, integration strategies using large and small group settings, required technology and environment, a timeline of activities over multiple days, and an evaluation of the strategy's effectiveness.
Nutrition j. de fina
1) The nutrition lesson plan incorporates technology like a smart board, Brain Pop video, mypyramid.gov website, and a Blast Off game to teach students about healthy eating and the different food groups.
2) The plan is divided into phases that include objectives, standards, strategies, and preparation. Stations are set up for independent worksheets and computer activities on mypyramid.gov.
3) Formative assessments include worksheets, a food pyramid activity, and certificates from the Blast Off game. The goal is for students to better understand nutrition and making healthy choices.
How to research k. jaffe
This document outlines the phases of a 4th grade technology integration project on researching pioneer life.
Phase I introduces using the internet for more effective research. Phase II discusses objectives and assessments, including using websites and presenting information using Glogster and a wiki.
Phase III describes integration strategies such as the teacher modeling research on the smart board and students answering essential questions.
Phase IV details the instructional environment including technology needs. Phase V suggests modifying the lesson to include more technology allowed students to present research and learn new skills.
Animals & habitats s. melillo
This document outlines a 5-phase plan to have students research animals and their habitats using technology. In phase 1, technology will allow students to experience animals in their environments. Phase 2 defines the objective as exposing students to animals at a second grade level through questions, word cards, and posters. Phase 3 describes a constructivist instructional method and activities using online resources. Phase 4 lists the needed technology, materials, and time. Phase 5 evaluates the strategies based on technology use and responsible teamwork, and assesses the overall project.
Technology integration class #4 2011.ppt
Web 2.0 refers to a new generation of web applications that allow for greater user participation, interactivity, collaboration and sharing of content. It harnesses collective intelligence through user-generated content and rich multimedia experiences. Key aspects of Web 2.0 include social networking, user-generated content, and virtual learning environments. While it offers benefits for education such as engaging students and addressing individual needs, barriers to its use include lack of teacher training and concerns about safety.
Technology integration class #2 2011.ppt
This document discusses technology tools that can be used to support 21st century skills like creativity, collaboration, critical thinking and digital citizenship. It provides examples of software for materials generation, graphics, planning, and specific content areas. It also discusses multimedia vs hypermedia and considerations for effective multimedia presentations. Additionally, it addresses visual learning techniques like webs, mind maps and concept maps. The document outlines what a WebQuest is and its critical attributes. It discusses where WebQuests can be posted and design steps. Finally, it mentions 3D virtual worlds and Web 2.0 tools like Slideshare and Diigo.
Solar system d. sheeran
This technology integration plan involves having 5th grade students research a planet in the solar system through a web quest. The plan has five phases:
1) Students will research a planet using provided websites to learn about its size, temperature, light, oxygen, location, and exploration history.
2) Students will create a travel advertisement mural and design a human that could live on their planet based on rubrics assessing technology, planet person, and presentation skills.
3) A constructivist instructional method is used where students work independently in groups of three on computers to complete activities over two weeks.
Solar system k. haran
1) The document outlines a lesson plan for teaching 4th grade students about the solar system using online resources and interactive websites.
2) Students will learn about the planets, space shuttles, astronauts, and conduct research through playing games and participating in a webquest.
3) The teacher will assess student learning through a rubric and students will have access to computers during library and computer periods over the two week lesson to research credible online sources.
Communities a. sokolik
This technology integration plan outlines a series of lessons for 2nd grade students about urban, suburban, and rural communities. Students will explore the similarities and differences between the three community types using online videos, interactive maps, and a webquest. The lessons are designed to be constructivist in nature and build upon each other. Students will recognize characteristics of each community, use maps to explore them, and learn about the people and services within communities. The plan is free for teachers and utilizes online resources students are familiar with. Student comprehension will be evaluated based on independent task completion and overall understanding of material.
Weather d. damiano
1) The document outlines a technology integration plan for a 1st grade unit on seasons. It will use interactive websites to teach students about weather conditions in each season.
2) Over four weeks, students will watch videos and use websites to learn about winter, spring, summer and autumn. They will identify characteristics of each season.
3) Students will create PowerPoint presentations on a chosen season using resources from curated websites. The teacher will provide guidance and templates to structure the student projects.
The civil war a. firestone
This technology integration plan outlines a multi-phase lesson plan for 5th grade students to learn about the American Civil War using online resources. The objectives are for students to gather information online to create a timeline of major events and battles, write persuasive letters and diary entries, and make a newspaper headline about Lincoln's speeches. Students will conduct research using approved websites and complete activities in Microsoft Office, demonstrating their understanding of life during the Civil War. The lessons are designed to provide an interactive experience for students to comprehend the historical period.
Solar system k. morley
This technology integration plan outlines how technology will be used to teach a 3rd grade unit on the solar system. Interactive websites, a 3D solar system simulation, and a webquest will engage students in learning about the order and characteristics of bodies in the solar system. Students will use technology to characterize solar system members and study Earth's rotation and revolution. They will be assessed through discussions, games, quizzes, projects, and by creating their own solar system model. A variety of activities are designed to foster student growth, including viewing videos and simulations and participating in a webquest where students take on roles as astronauts.
Nutrition a. connors
This document outlines a lesson plan for teaching 1st grade students about nutrition. The objectives are for students to be able to make healthy food choices and understand how these decisions affect their bodies. Activities include reading stories and information about food groups, writing riddles about different foods, creating a food pyramid using a computer program, and playing interactive games about nutrition. The instructional methods are constructivist, using read alouds, internet research, and interactive games to support students' learning. Computers and appropriate reading materials are needed resources.
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Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
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Monitoring and Managing Anomaly Detection on OpenShift
Overview
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Key Topics Covered
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Test Automation with generative AI and Open AI.
UiPath integration with generative AI
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- 5. Through the use of technology as a supplement to various non-fiction texts, my students proved to be extremely excited and engaged in the work we completed together, and this I believe was demonstrated most through their enthusiasm to work, and knowledge they gained in their written assignment.