Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
This was a powerpoint presentation I had done earlier when I was in 5th grade. Hope you enjoy my powerpoint and I would appreciate if you leave a like below. Enjoy !!!!!!!!
Internet Ethics Issues and Action in the United StatesMichael Zimmer
Presentation for the International Symposium on Internet Ethics" hosted by the Korea Internet & Security (KISA) and Korea Society of Internet Ethics (KSIE)
Research article on INTERNET APPLICATIONS AND MODEL STRATEGIES FOR INTEGRATIN...Udayakumar Hiremath
This article published in international journal 'Golden Research Thoughts' May 1013. Its my first article published in journal. Thanks to the publication and Editor
Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
This was a powerpoint presentation I had done earlier when I was in 5th grade. Hope you enjoy my powerpoint and I would appreciate if you leave a like below. Enjoy !!!!!!!!
Internet Ethics Issues and Action in the United StatesMichael Zimmer
Presentation for the International Symposium on Internet Ethics" hosted by the Korea Internet & Security (KISA) and Korea Society of Internet Ethics (KSIE)
Research article on INTERNET APPLICATIONS AND MODEL STRATEGIES FOR INTEGRATIN...Udayakumar Hiremath
This article published in international journal 'Golden Research Thoughts' May 1013. Its my first article published in journal. Thanks to the publication and Editor
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
As the volume of free internet resources continue to grow exponentially there are opportunities for stakeholders in education – parents, teachers, administrators and policy makers - to facilitate community access to this e-content. This presentation focuses on free social media tools, mobile apps and other innovative technologies which have been adopted by educators in 21st century global communities. Attendees will learn about the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo/video sharing, self-publishing, social networking, bookmarking, video conferencing, visualization services and augmented reality. The goal – to promote ‘Tech Tools’ which can be easily integrated into the home and working environment.
The Application of Internet as an Indispensable Tool for Effective Teaching, ...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
Theoretical work submitted to the Journal should be original in its motivation or modeling structure. Empirical analysis should be based on a theoretical framework and should be capable of replication. It is expected that all materials required for replication (including computer programs and data sets) should be available upon request to the authors.
The International Journal of Engineering & Science would take much care in making your article published without much delay with your kind cooperation.
Online education final dec. 2013 - thu an duongOfficience
Reflexion on How Online Education have, are and will affect the world, by Thu An Duong (Linkedin: http://goo.gl/TM3zXA)
To read and share without moderation! #whitepaper #OnlineEducation
The facets of open education. Resources, data and culture. Tuesday 17 September, 11:45 – 13:15 @ Room 13, Floor 2
Open data is data that can be freely used, reused and redistributed by anyone. Many institutes offer Open Educational Resources (OER) online. Education can benefit highly from open and linked data approaches.
Moderator: Doug Belshaw, Badges & Skills Lead, Mozilla Foundation
Panel members:
Jackie Carter, Senior Manager, MIMAS, Centre of Excellence, University of Manchester
Mathieu d’Aquin, Research Fellow, Knowledge Media Institute, Open University, UK
Davide Storti, Programme Specialist, Communication and Information Sector (CI), United Nations Educational, Scientific and Cultural Organization (UNESCO)
OKCon, Geneva, 16-18 September 2013
Teaching with Technology: Social Media Tools and Mobile Apps for Secondary S...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with secondary school teachers who are willing to use emerging technologies to engage their students in the classroom.
Teaching with Technology: Social Media Tools and Mobile Apps for Primary Sch...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with primary school teachers who are willing to use emerging technologies to engage their students in the classroom.
This is an expanded version of my Engaging Digital Natives Presentation. It is designed to accompany a full-day hand-on lab session and workshop. http://jdorman.wikispaces.com/digitalnatives
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Why not use ICT in Sudan
Dr. Hala Salih Mohammed Nur
English Language Institute/University of Khartoum
ICT for English: Challenges and Opportunities for Adapting ICT in Education
1-3 April 2013
orgainzed by ESL Centre
at
Sudan Open University
2. I am not an expert in technology but
just simply an English language
teacher who loves and uses
technology
3. Session Outline
• What is technology?
• Definition of ‘technology’
• Internet timeline
• Shift Happens
• Important Terms
• Why not use ICT in Sudan?
• Facts about Internet in Sudan
• Why use ICT in education
• Standards
• Examples of international projects
• Examples use of technology in the classroom
4. What is technology?
• The branch of knowledge that deals with the
creation and use of technical means and their
interrelation with life, society, and the
environment, drawing upon such subjects as
industrial arts, engineering, applied science, and
pure science.
• The total knowledge and skills available to any
human society for industry, art, science, etc
(Taken from dictionary.com)
5. Internet timeline 1
• 1957 USSR launches Sputnik, the first artificial satellite. In response, the
U.S. forms ARPA (Advanced Research Projects Agency) within the DOD
(Department of Defense). The main goal of the project was to establish a
military research network that would be resistant to enemy attack.
• 1960s The Proposal of the Packet Switching Network emerges. Packet
switching is the concept of breaking down data into packets, which are
transmitted across the network. If one of the packets gets lost along the
way, another packet can be sent.
• 1971 Ray Tomlinson invents email program that allows users to send
messages across a network.
• 1976 The Queen of England sends her first email.
• 1982 First definition of “Internet” as a connected set of networks is used
when TCP/IP (Transmission Control Protocol and Internet Protocol) is
established.
6. Internet timeline 2
• 1984 Domain Name System (DNS) is introduced allowing users to type
host names (e.g. www.mpl.org) rather than memorizing numerical
Internet Protocol (IP) addresses (e.g. 204.62.131.129).
• 1988 Internet Relay Chat is developed allowing users to chat in real time.
• 1992 Veronica, a gopher-space search tool, is released by University of
Nevada; World Bank goes online; and the expression “Surfing the
Internet” is coined.
• 1993 MOSAIC, the first WWW browser is released (Marc Andressen and
NCSA), the White House goes online (http://www.whitehouse.gov), and
an email account is created for the President of the United States
(president@whitehouse.gov).
• 1994 Yahoo, an Internet Search Tool, is developed by two Ph.D.
candidates from Stanford University and Pizza Hut customers can place
an order online.
7. Internet timeline 3
• 1995 RealAudio technology is released, dial-up systems begin to provide
Internet access for home use (e.g. America Online, CompuServe, and
Prodigy), and Netscape goes Public.
• 1998 The US Postal Service begins to offer users the ability to purchase,
download, and print stamps from the Web.
• 2005 YouTube.com is launched.
• 2006 There are an estimated 92 million Web sites online, with well over
7 billion indexable pages.
• 2007 Search engine giant Google surpasses Microsoft as "the most
valuable global brand," and also is the most visited Web site.
• As of September, 69% of the U.S. population (234 million) use the
Internet. Worldwide, there are 1,244,449,601 users.
[http://www.zakon.org/robert/internet/timeline].
10. Important terms 2
Digital divide
Scholar Howard Besser contends that the digital divide
is more than just a gap between those who have access
to technology and those who don’t. This issue
encompasses aspects such as:
Information literacy
Appropriateness of content
Access to content
Ability to apply critical thinking to technology or not
Those who speak English or not
Those who create digital content or merely consume it
11. Important terms 3
Digital literacy /Digital safety
• Digital literacy researchers explore a wide variety
of topics, including how people find, use,
summarize, evaluate, create, and communicate
information while using digital technologies.
• Digital safety is learning to protect personal
identity information, creating strong passwords,
and being cautious when downloading programs
and files. This is crucial to the safety and security
of the digital devices students use, as well as the
information those devices store.
12. What’s all the fuss about computers?
• Calvin: If I had a computer, I ‘am sure I’d get
better grades on my book reports.
• Dad: But still you have to read the books and
tell the computer what you want to say,…
• Calvin: Man, what’s all the fuss about
computers?? (Watterson, 1995)
14. Facts about Internet in Sudan
• Sudan represents by far the fastest growing fixed
telephony market not only in Africa but
worldwide. Telecommunications investment has
skyrocketed from only US$500,000 in 1994 to
over US$100 million per year. Enormous further
potential exists since the country’s total
teledensity is still one of the lowest in the world
at less than 3%.
http://www.internetworldstats.com/africa.htm#sd
15. Facts 2
Internet Usage and Population Growth
Year Users Population %
2000 30,000 36,841,500 0.1 %
2003 300,000 35,035,677 0.9 %
2009 4,200,000 34,206,710 9.3 %
6,499,275 Internet users on June 30, 2012, 19.0% of the population, per IWS.
34,206,710 population
http://www.internetworldstats.com/africa.htm#sd
16. Facts 3
• Adrian Hon (the Founder and Chief Creative at Six to Start, an
online games company; he originally trained as a
neuroscientist at Cambridge and Oxford) Telegraph 30 April
2013.
• “Last week, I received an email about a problem my company
was having with our online shop. I happened to be out of the
office, so I pulled out my laptop, plugged in a 3G mobile
broadband dongle, and went online to try and fix it –
something countless workers and commuters do every day.
The difference was that I was standing in a field near Atbara in
North Sudan, while villagers were making mud bricks a few
meters away.”
18. Standards 1
what needs to be done
• Develop a national policy for the pedagogical integration of ICT.
• Develop a national policy for teacher training in the pedagogical
integration of ICT.
• Provide ongoing training for school staff.
• Develop technopedagogical resource banks for different education levels.
• Set up incentive plans for teachers and students to use ICT.
• Set up spaces for collaborative dialogue (e.g., forums, annual conferences)
on the pedagogical integration of ICT.
• Identify the academic competencies to which ICT can be applied for
teaching and learning.
• Establish public–private partnerships
• http://blogs.worldbank.org/edutech/developing-ict-skills-in-african-
teachers
19. Standards 2
The ICT-enhanced teacher standards for Africa released by UNESCO-IICBA,
which are an attempt to help contextualize the broader UNESCO
framework and standards based on specific needs and contexts
expressed by education policymakers from across Africa, are organized
around six broad 'standards' or domains meant to help develop related
skills in teachers as they:
(i) Engage in Instructional Design Processes
(ii) Facilitate and Inspire Student Learning, Innovation and Creativity
(iii) Create and Manage Effective Learning Environments
(iv) Engage in Assessment and Communication of Student Learning
(v) Engage in Professional Development and Model Ethical
Responsibilities
(vi) Understand Subject Matter for Use in Teaching
http://blogs.worldbank.org/edutech/developing-ict-skills-in-african-teachers
20. Examples of International projects 1
Hole in the Wall
• Dr. Sugata Mitra, Chief Scientist at NIIT, is credited with the
discovery of Hole-in-the-Wall. On 26th January 2008, Dr. Mitra's
team carved a "hole in the wall" that separated the NIIT premises
from the adjoining slum in Kalkaji, New Delhi. Through this hole, a
freely accessible computer was put up for use. This computer
proved to be an instant hit among the slum dwellers, especially the
children. With no prior experience, the children learnt to use the
computer on their own. This prompted Dr. Mitra to propose the
following hypothesis:
The acquisition of basic computing skills by any set of children can
be achieved through incidental learning provided the learners are
given access to a suitable computing facility, with entertaining and
motivating content and some minimal (human) guidance.
.
22. Examples of International projects 2
One Laptop Per Child project
Ethiopian kids hack OLPCs in 5 months with zero
instruction
Speaks to how we consistently underestimate young
people and how we over emphasize the barriers that
culture may play. In the end, it's about access and
opportunity. And perhaps about how education is
ultimately about teaching oneself what is necessary
and relevant rather than standards created
somewhere outside of that.
23. International Examples 2
• OLPC founder Nicholas Negroponte at MIT Technology Review's
said in EmTech conference :
"We left the boxes in the village. Closed. Taped shut. No instruction,
no human being. I thought, the kids will play with the boxes! Within
four minutes, one kid not only opened the box, but found the on/off
switch. He'd never seen an on/off switch. He powered it up. Within
five days, they were using 47 apps per child per day. Within two
weeks, they were singing ABC songs [in English] in the village. And
within five months, they had hacked Android. Some idiot in our
organization or in the Media Lab had disabled the camera! And they
figured out it had a camera, and they hacked Android.“
• http://www.dvice.com/archives/2012/10/ethiopian-kids.php
24. Challenges facing the teaching of
English language
• Super large classes (100-300)
• Limited time allocated to English language
classes (2 hours/15 weeks)
• Mixed-ability classes.
• No use of English outside the classroom.
• Great need for a more proficient graduates in
the work market.(B)
25. Examples from our classrooms
Using videos in the classroom
• Started in the department of English Language at the
AUR in 2010.
• Target group: Second year students at the Faculty of
Agriculture.
• The total number of students was 300
• They were studying “English for Agriculture”
26. Examples from our classrooms
Using yahoo groups and wikis in the classroom
• Started in the department of English Language at
the AUR in 2011
• Target group: Second year students at the Faculty
of Science .
• The total number of students was 250
• They were studying “English for Biology ”
29. Advantages of Blended Learning
• It can accommodate a range of learning styles.
• It involves interaction between the learner and
instructor.
• It can facilitate extensive learner to learner
interactions
• It can increase the pace of learning because it's on
demand learning - and enables the training of
larger numbers of people in shorter periods of time
than is possible with classroom training.
• It can make learning more relevant by allowing for
learning in context.
31. Examples form our classrooms 2
Project - based learning
• Started in the department of English Language at
the AUR in 2012.
• Target group: First year students at the Faculty of
Architecture.
• The total number of students was 80
• They were studying “English for Agriculture”
34. Characteristics of PBL
• Builds on previous work;
• Integrates speaking, listening, reading, and writing skills;
• Incorporates collaborative team work, problem solving, negotiating
and other interpersonal skills;
• Requires learners to engage in independent work;
• Challenges learners to use English in new and different contexts
outside the class;
• Involves learners in choosing the focus of the project and in the
planning process;
• Engages learners in acquiring new information that is important to
them;
• Leads to clear outcomes; and
• Incorporates self-evaluation, peer evaluation, and teacher
evaluation.
38. Observed Results
*Increase in students motivation.
*Use of target language outside
classroom.
*Use of target language in meaningful
activities.
*Students take responsibility of their
own learning.
*Improved language proficiency
39. “Give a student a language course, and you teach the
student for a semester. Teach a student to become an
autonomous technology-assisted language learner,
and you teach the student for a lifetime.” (Gary Cziko,
2005)