Who am i as a tech person ed271
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1) Before taking ED 271, the author had very little knowledge of technology and how to use applications, and would often improperly use or cite content from the internet in their work. 2) During the course, the author struggled at first but slowly began to learn how to properly apply technological skills like creating lesson plans, rubrics, and presentations, as well as understanding requirements to become a teacher. 3) After completing ED 271, the author now has a better understanding of using Mac computers and programs, knows how to properly cite internet sources, and can better organize lesson plans using what they learned in the class.
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Reflections
This course taught the student about new technologies available for classrooms and schools. They learned about tools like blogs, social media, and online portfolios that can be used for learning. The student realized their school was behind on technology use and they have more to learn themselves. However, the course helped them feel better prepared to lead technology integration as an administrator and understand the importance of continued professional development on new tools.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
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The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
2009 CAIS sharing presentation
This document summarizes a presentation given by Henny Chen about engaging students' learning through Web 2.0 tools. It discusses Moreau Catholic High School's one-to-one laptop program for 9th-11th grade students and some of the Web 2.0 tools being used in Chinese language classes, including eBooks, online drills and exercises, Moodle, Quia, iMovie, Comic Life and tools for listening, speaking, presentations and recording like Audacity, VoiceThread, YouTube and Vocaroo. Examples of specific Web 2.0 tools highlighted are Twitter, reading tools, puzzle games, Google Docs, Flickr, eStroke software and Prezi.
Cyrused271presentation
The document describes the author's journey in learning about new technologies over the course of a class. It discusses how the author started out only using PowerPoint and basic web searching, but learned about additional tools like Prezi, Moodle, and Google Apps through taking a technology class. The author realized how much technology has impacted education and plans to make better use of technological tools in the future as a teacher.
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This course taught the student about new technologies available for classrooms and schools. They learned about tools like blogs, social media, and online portfolios that can be used for learning. The student realized their school was behind on technology use and they have more to learn themselves. However, the course helped them feel better prepared to lead technology integration as an administrator and understand the importance of continued professional development on new tools.
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The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
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This document summarizes a presentation given by Henny Chen about engaging students' learning through Web 2.0 tools. It discusses Moreau Catholic High School's one-to-one laptop program for 9th-11th grade students and some of the Web 2.0 tools being used in Chinese language classes, including eBooks, online drills and exercises, Moodle, Quia, iMovie, Comic Life and tools for listening, speaking, presentations and recording like Audacity, VoiceThread, YouTube and Vocaroo. Examples of specific Web 2.0 tools highlighted are Twitter, reading tools, puzzle games, Google Docs, Flickr, eStroke software and Prezi.
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The document describes the author's journey in learning about new technologies over the course of a class. It discusses how the author started out only using PowerPoint and basic web searching, but learned about additional tools like Prezi, Moodle, and Google Apps through taking a technology class. The author realized how much technology has impacted education and plans to make better use of technological tools in the future as a teacher.
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The document discusses the successes and challenges experienced with various online tools for creating wikis, blogs, aggregators, and glogs. It summarizes experiences with creating pages and sharing content on a wiki, designing an appealing blog, using an aggregator to easily access RSS feeds, and both the successes and frustrations encountered with creating and saving content on a glogster site. It also lists advantages like ease of setup and navigation and ability to work independently, and disadvantages like missing interaction from an online Moodle course.
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The document discusses various multimedia tools that can be used in the classroom, including Flickr for photo sharing, Audacity for audio editing, Animoto for video slideshows, and iMovie for video editing. It also provides examples of how the author uses these tools, such as having students find pictures for presentations on Flickr and editing interviews for a documentary using iMovie. The author found online photo sharing and Audacity to be particularly useful and challenging respectively. Overall, the document recommends these multimedia tools for incorporating variety into teaching and shares the author's positive experience with online learning through Moodle.
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ICT - 28 August 2011
This document contains a collection of useful information for explorers, including:
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- A way to easily download YouTube videos for offline access.
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The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
Wikis, blogs, and web publishing
James Conolly, a science teacher, took an online course to improve his technology skills for teaching. He discusses using wikis, blogs, and websites to enhance student learning and communication. Conolly has created several online resources, including a wiki and WordPress site, to share materials with other teachers and allow students to collaborate. While there are some challenges, he finds the benefits of these technologies outweigh the cons by allowing more interactive, engaging lessons and feedback.
Wikis, blogs, and web publishing
James Conolly, a science teacher, took an online course to improve his technology skills for teaching. He discusses using wikis, blogs, and websites to enhance student learning and communication. Conolly has created several online resources, including a wiki and WordPress site, to share materials with other teachers and allow students to collaborate. While there are some challenges, he finds the benefits of these technologies outweigh the cons by allowing more interactive, accessible, and customized learning.
EDU 210 Module 10
This document reflects on the growth of the author's TPACK skills throughout an educational technology course. It begins by explaining the TPACK framework and the author's initial lack of confidence using technology. Modules on personal learning networks, interactive whiteboards, mobile learning, and learning management systems helped expand the author's skills. While technology will continue shaping education, balancing it with traditional instruction remains a challenge. Overall, the author's TPACK skills increased through learning and applying new educational technologies.
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Who am i as a tech person ed271
- 1. Who am I as a Tech Person??? Jacob Camacho ED271 Dr. Cyrus
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