The document discusses the Global Education Conference, an annual online conference focused on connecting educators worldwide through "professional generosity", which is defined as freely sharing information and collaborating for the common good. The conference has grown since 2005 to include over 19,000 members from 167 countries participating in discussions, presentations, and volunteering opportunities. It aims to promote global competency and awareness through its free, online format with sessions available anytime.
Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.
This document provides an overview of mobile learning and recommendations for planning and implementing a mobile learning program in schools. It begins by defining mobile learning and outlining some of its benefits such as increased productivity, engagement, and opportunities for differentiated, self-paced learning. It then discusses trends related to mobile learning like the Common Core standards and brings BYOD/BYOT policies. The document provides examples of schools that have implemented mobile learning programs successfully. It concludes by recommending key steps in the planning and implementation process, from defining goals and outcomes to ongoing evaluation.
Lucy Gray gave a talk about her work organizing the Global Education Conference, an online conference that took place over 5 days with over 400 sessions and 60 keynote presentations from presenters in over 60 countries. She discussed how the conference aimed to facilitate globally-connecting education activities. Gray believes that technology, professional generosity, and global connectedness can help modernize education. She encourages practicing professional generosity by sharing what you know to foster learning from others. The Global Education Conference exemplified this by having volunteers moderate sessions to fill gaps in the schedule.
Lucy Gray presented on preparing students to be global citizens. She discussed the need for globally connected classrooms given new media, 21st century skills, and complex global problems. Gray outlined her vision of connecting educators worldwide to share resources and collaborate on projects. Examples included the Earth Day Groceries project and Google Lit Trips. Gray's toolkit for teachers recommended tools like Skype, collaborative workspaces, and networks for global collaboration and innovation.
Lucy Gray gave a presentation on preparing students to be global citizens. She discussed her background working in global education and outlined the context of increased connectivity and focus on 21st century skills. She presented a vision of teaching students to be problem solvers by connecting them globally and provided examples of classroom projects that bring real-world global issues into learning. Gray also shared resources for teachers, including networking platforms, collaboration tools, and her Global Classroom Teacher's Toolkit.
Social Media Tools for Personalized Professional Development Lucy Gray
This document provides an overview of how educators can use social media tools for personalized professional development. It discusses what a personal learning network (PLN) is and recommends developing one to investigate best practices and target interests. Popular social media tools are presented such as Flickr for photos, iTunes for audio, YouTube and TeacherTube for videos. Blogs, social networks like Facebook and LinkedIn, and social bookmarking tools like Delicious and Diigo are also covered. Advice is given on using tools like Twitter to connect with others and stay informed. The importance of following thought leaders is stressed. Overall, the document promotes taking charge of one's own professional development through social media.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
Lucy Gray gave a presentation on preparing students to be global citizens. She discussed the need for globally connected classrooms in today's world due to factors like new media, 21st century skills, and complex global problems. She outlined her vision of helping students develop global competency and solve real-world problems through collaboration across borders. Examples of projects and tools for the classroom were also shared, along with resources for connecting schools globally.
Lucy Gray gave a presentation on modernizing education to share ideas from her work with various institutions. She believes schools should incorporate visionary leadership, empowered teachers, engaged students, progressive teaching practices, and authentic communities. Technology is changing education, and students and teachers now need to be content creators and evaluators, as well as connected and networked. Social media, connected educator initiatives, and emerging technologies will continue to impact education.
This document discusses mobilizing learning with iPads, iPhones, and other mobile devices. It outlines an agenda for a workshop on this topic, including discussing how mobility changes teaching and learning, personalizing learning experiences, and bridging the digital divide. The document then covers several hot topics in mobile learning, such as the National Education Technology Plan, digital textbooks, bring your own device policies, and flipped classrooms. It provides many examples of apps that can be used for content delivery, collaboration, organization, and assessment. It concludes by offering tips for planning a successful mobile learning initiative, including defining outcomes, experimenting with workflows, rethinking policies, and providing professional development opportunities.
This document discusses mobilizing learning with iPods, iPhones, and iPads. It summarizes a presentation on this topic, including how mobility changes teaching and learning, personalizing learning experiences, and bridging the digital divide. The presentation covered mobile learning apps and features used, agendas, hot topics in educational technology, content delivery through mobile devices, digital textbooks, flipped classrooms, and planning for mobile learning programs. It provided resources for further information.
This document discusses how educators can use social media tools for personalized professional development. It defines social networking and professional learning networks. It then provides examples of various social media tools like Flickr, iTunes, YouTube, and social bookmarking sites and how they can be used. The document shares the author's experience with social media over time and emphasizes finding one's own path with personalized learning. It concludes by providing tips for using social media effectively like following thought leaders, using hashtags, and developing a critical mass of connections.
The document outlines steps for mobile learning success. It discusses defining mobile learning and its benefits. It then provides examples of school mobile learning programs and current trends in education technology. The document also details the planning and implementation process for mobile learning programs, including considering needs, scoping the project, planning, implementation, rollout, and practicing the program. It provides additional resources for mobile learning.
Tech Forum Chicago 2012: There's An App for That!Lucy Gray
The document discusses educational apps and provides information about finding and evaluating them. It introduces the Socrative app for classroom polling and sharing. Various app categories are presented, including subject-specific, productivity, book, creativity, and multimedia apps. Selection criteria for evaluating apps are outlined. Resources for finding apps include several websites and the hashtag #edapps on Twitter. Participants are invited to share their favorite apps and add suggestions to a shared spreadsheet.
This document summarizes a presentation about going global with Apple in the classroom. It discusses why global education is important, including the influence of new media, the need to teach 21st century skills, and addressing complex global problems. It then shares the presenter's personal story of getting involved in global education initiatives through her role as an Apple Distinguished Educator. Finally, it outlines resources that will be available on iTunes U to support teachers in developing global classrooms, including exemplars of global projects, interviews with experts, and a teaching toolkit.
This document outlines Lucy Gray's presentation on project based learning with a global focus. It provides an overview of various tools and resources that can be used to facilitate global collaboration and project based learning, including websites, apps, videoconferencing and file sharing tools. Recommendations are given for connecting with other educators through groups on Diigo and Twitter using relevant hashtags. Slides and additional resources from the presentation are available on Lucy Gray's website.
Updated and expanded presentation given at the Cornerstone Schools, Detroit, MI on March 16, 2012.
Most underlined links are clickable and will take you right to the named resource!
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Lucy Gray presented on using social media tools for personalized professional development. She discussed what social media and PLNs are, and recommended specific tools like Flickr, Twitter, Facebook, blogs, and social bookmarking sites. Gray shared her own story of adopting these tools since 2005 and how it has changed her work. She provided tips on using hashtags, following thought leaders, and developing a critical mass of connections to take advantage of information sharing through social media.
The document discusses how mobile devices can be used for learning. It notes that mobile learning involves learning with small, portable devices anywhere and anytime. It then lists various mobile apps and tools that can support learning across different subject areas like STEM, research, feedback and assessment. Examples include apps for ebooks, etextbooks, videoconferencing, simulations, and organizing information. The document emphasizes that mobile devices can engage students when used appropriately in schools.
This document provides information about Google Sites and how to create and manage them. It includes links to example Google Sites, step-by-step instructions for creating a Google Site, suggestions for how Sites can be used, and advanced topics for customizing Sites. The document concludes by providing additional resources for learning about using Google tools in education.
Exploring Instructional Uses of YouTube - D230 Lucy Gray
Lucy Gray provides an overview of exploring instructional uses of YouTube. She discusses creation tools for videos, consuming videos on computers and mobile devices, and curating videos by creating playlists and channels. Potential uses include flipping the classroom, independent study, project research, and professional development. Links are included to Lucy's YouTube channel and playlists as well as tools for creating, editing, and sharing videos on YouTube.
Project-Based Learning with a Global Focus #globaled Lucy Gray
This document provides information and resources for project-based learning with a global focus. It includes details about Lucy Gray, a consultant who specializes in global education, as well as various global collaboration apps, workshops, and conferences. A number of frameworks, projects, tools, and organizations are also listed that can help educators connect their students with classrooms around the world through online partnerships and shared learning experiences.
Exploring Instructional Uses of YouTube - June 2015Lucy Gray
This document discusses using YouTube for instructional purposes. It provides resources for creating, consuming, and curating YouTube videos for the classroom. Suggestions are given for using YouTube videos to flip the classroom, provide language practice, assessments, independent study, writing prompts, and documenting field trips. Tools are presented for creating videos like mobile devices, cameras, and screencasting software. Methods are described for searching educational content on YouTube through channels, playlists, and custom search engines.
1. The document provides information on using Google Maps and Google Earth, including getting directions, making maps, importing files, and finding and viewing maps. It highlights features like street view, historical images, and integration with other Google products.
2. Examples are given for how Google Maps and Earth could be used educationally, such as creating maps for trips, exploring other countries, plotting routes in films and literature, and designing campus and historical tours.
3. Additional resources are provided at the end for Google workshops and an education group on Diigo to learn more about using Google tools in teaching.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
Leadership for connected and global learning: Session 1 ChineseJulie Lindsay
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
Thank you for the thoughtful discussion. Collaborating and sharing perspectives is so important for progress. While challenges remain, focusing on students' needs and empowering educators gives me hope that learning will continue to evolve in positive ways.
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Renee Hobbs describes how participants at the Summer Institute in Digital Literacy learn from deep opportunities for sustained collaboration that results from creating digital media learning experiences together.
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
This document discusses creating a culture of innovation in educational technology and 21st century classrooms. It outlines best practices for building a culture that fosters innovation, revolutionizing the classroom experience, and showcasing expanded and creative technology use. Examples are provided of innovative ICT teaching that integrate digital devices, involve hands-on learning, digital learning, and inquiry-based and real-world projects. The document argues that active learning tools are changing teaching methods across cultural lines to engage students and improve pedagogy and learning outcomes.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
The document discusses emerging technologies and online learning in K-12 schools. It describes several learning management systems like Moodle, RCampus, K12, and Connections Academy that provide online and blended learning opportunities. These systems allow flexible, self-paced learning and help students gain 21st century skills. While online learning has benefits, it also faces potential challenges like student time management and lack of in-person interaction. Overall, emerging technologies and online learning can provide authentic learning experiences that develop lifelong, self-directed learners when combined with real-world problem solving.
The Coquitlam Open Learning Inquiry Hub is a new full-time program for grades 8-12 students starting in September 2012. It provides an innovative, technology-driven environment that allows students to pursue their own interests and learning goals through inquiry-based projects on themes like community issues and sustainability. Students will explore their questions with guidance from teachers and peers, then share what they've learned through presentations, blogs and other digital tools. The program emphasizes collaboration, design thinking, and networking to spark creativity.
The document discusses how schools may change by 2020 due to new technologies and learning environments. It notes that learning will become more mobile, networked, global, collaborative, self-directed and personalized. This represents a huge challenge for traditional schools. Literacy will also change and require skills like developing technology proficiency, collaborating online, and managing multiple information streams. Schools will need to adapt learning resources and assessments to engage students in new ways. Educators will need new preparation focused on technology to improve learning. Infrastructure changes are also needed to provide all students and educators access to internet and devices for learning anywhere.
The document discusses how schools may change by 2020 due to new digital technologies and learning environments. It argues that schools will need to adapt from standardized, teacher-directed models to personalized, self-directed, lifelong learning. Key shifts include learning becoming more mobile, networked, global, and interest-driven rather than confined to the classroom. Literacy will require skills like collaborating online, managing multiple information streams, and creating multimedia content. Schools will face challenges but can leverage technology to provide personalized learning instead of a one-size-fits-all approach. Educators will need preparation and experiences using technology to inspire innovative teaching practices.
Similar to Modernizing Education - Administrator 2.0 Conference #sls13 (20)
Going Global: Project-Based Learning with a Global FocusLucy Gray
This document provides an overview of project based learning with a global focus presented by Lucy Gray. It includes links and resources for connecting classrooms globally through various online tools and platforms. Examples of global projects are provided, as well as frameworks and approaches for designing globally-focused curriculum and integrating global competencies into teaching. Contact information is also included to connect with Lucy Gray for additional support and collaboration opportunities.
Steps to Mobile Learning Success at #FETC2015Lucy Gray
This document provides steps and guidance for achieving mobile learning success. It begins with defining mobile learning and outlining its benefits such as increased productivity, personalization, engagement, and global collaboration. It then shares examples of mobile learning programs from various schools. The document outlines important research resources and discusses planning and implementation steps including defining goals and outcomes, selecting devices and software, developing policies, and providing professional development. It emphasizes the importance of leadership, school culture, continual planning and refinement, and community support for successful mobile learning programs.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
This document provides an overview of resources for preparing students to be global citizens. It includes tools for connecting students globally such as Skype, Google Hangouts, and social networks. Recommendations are given for building professional relationships through connecting educators networks and joining existing global education projects. A variety of additional resources are also referenced that can support global education initiatives.
This document provides an overview and tour of iTunes, iTunes U, and iBooks and how they can be used for educational purposes. It discusses how iTunes can be used to access free podcasts, videos, and courses on computers and iOS devices. iTunes U allows the creation of courses through the iTunes U Course Manager website or iTunes U app. The document reviews how podcasts, apps, videos, music, and iTunes U content can be accessed on Macs, PCs and iOS devices. It also covers how iBooks can be used to access textbooks and create interactive books using iBooks Author.
This document discusses using YouTube for instructional purposes. It begins by noting different ways YouTube can be consumed, such as on computers, mobile devices, or embedded in other sites. It then discusses curating YouTube videos by creating playlists and channels for classroom use. The remainder of the document provides tips and tools for creating videos through YouTube or other software, including for flipping the classroom or student projects. Examples of potential classroom uses include language learning, research, independent study, and assessments.
This document summarizes a presentation about the Global Education Conference. It provides an overview of the conference, including its mission to connect educators globally and promote global competency. It describes the conference's history and growth since 2005, as well as features like free attendance, self-scheduling, and making all recordings publicly available. Contact information is given for the conference organizers, Steve Hargadon and Lucy Gray.
Exploring Instructional Uses of YouTube at @SxSWeduLucy Gray
This document discusses using YouTube for instructional purposes. It provides information on creating educational videos using mobile devices, computers and other tools. Videos can be consumed on various devices and curated by creating playlists and channels. Specific instructional uses mentioned include flipping the classroom, language practice, assessments, and field trip documentation. Resources for educational YouTube channels, editing tools, and searching are also included. The presenter encourages uploading student interviews and provides links to explore more instructional uses of YouTube.
Exploring Instructional Uses of YouTube - Waukegan Lucy Gray
Lucy Gray gave a presentation on exploring instructional uses of YouTube. She discussed how YouTube can be used for creation, consumption, and curation of educational content. Some specific uses include flipping the classroom, providing language resources, allowing for independent study, and hosting student and teacher reflections. Gray provided many examples of educational YouTube channels and videos that could be used in the classroom and encouraged teachers to create playlists and curate content for their students.
Google's mission is to organize the world's information and make it universally accessible and useful. However, there is a digital divide between those who know how to effectively search for and validate information online versus those who don't. The responsibility of teaching effective search skills to students lies with the entire school community. This presentation provided an overview of Google search tools like News, Scholar, Books and tips for using them, with the key messages being that search engines are continually evolving so it's important to keep learning new skills and make research a regular part of classroom learning.
Curating High Quality Online Teaching Materials to Support Student LearningLucy Gray
The document outlines Lucy Gray's presentation on curating high quality online teaching materials to support student learning. The presentation covers redefining teacher and student roles as consumers, curators and creators of content. It also discusses utilizing social media and personal learning networks, as well as a set of web 2.0 tools and workflow for finding, organizing and sharing online resources. Specific tools and repositories for locating teaching materials are provided.
Exploring Instructional Uses of Multimedia at TechTalkLucy Gray
The document discusses various instructional uses of multimedia, particularly YouTube. It provides an overview of how YouTube can be used for content creation, consumption, and curation. It also outlines specific tools for creating videos on YouTube and customizing YouTube channels for educational purposes. Tips are provided for "flipping the classroom" using YouTube videos and exploring other potential instructional applications.
Google's mission is to organize the world's information and make it universally accessible and useful. However, there is a digital divide between those who know how to effectively search for and validate information online versus those who don't. The responsibility of teaching effective search skills to students lies with the entire school community. This presentation provided an overview of Google search tools like News, Scholar, Books, and tips for using advanced search features and keywords to improve search results. It emphasized that search engines are continually evolving and recommended integrating research into classroom activities.
This document summarizes a presentation by Lucy Gray on preparing students to be global citizens. The presentation discusses the importance of connecting classrooms globally in light of trends towards globalization, collaboration, and solving complex problems. Examples of projects that connect classrooms internationally are provided, such as Flat Classroom Project and Challenge Based Learning. Resources for facilitating global projects, like videoconferencing and collaborative tools, are also reviewed. The presentation emphasizes developing a vision for global citizenship and maintaining professional relationships to support global education initiatives.
Steps to Mobile Learning Success at #techcon13Lucy Gray
This document outlines the steps schools should take to implement a successful mobile learning program. It discusses planning focus areas like leadership, policies, and professional development. The implementation process involves 5 steps: 1) considering goals and requirements, 2) scoping the project, 3) planning program design and procurement, 4) implementing purchases and training, and 5) rolling out the program and ongoing practice. Additional resources for mobile learning leadership are provided.
The document discusses the life of a Google Certified Trainer (GCT) and provides tips for getting involved in the GCT community. It describes how participating in the community through groups, meetups, and presentations can professionally impact one's life through serendipitous connections. The final paragraphs encourage infusing "Googliness" into one's work by being open to opportunities, advocating for student-centered learning, and practicing generosity with other educators.
Lucy Gray gave a presentation on modernizing education at the InnovatED conference. She discussed how technology is changing society and connecting people in new ways. Gray believes schools need visionary leadership, empowered teachers, engaged students, progressive teaching practices, and authentic school communities to prepare students for the 21st century. She highlighted examples of how different organizations are innovating with technology and emphasized the importance of expanding perspectives on education.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
This document provides an overview of iTunes and iTunes U for educational purposes. It summarizes the key features of the iTunes player for browsing, organizing, and playing content. It also highlights the various educational content available for free or purchase on the iTunes Store, including textbooks, audiobooks, documentaries, and content from organizations like PBS and National Geographic. The document concludes by noting apps that allow both consuming and creating educational content on various Apple devices using tools like iBooks Author and iTunes Course Manager.
The document provides an overview of Google tools for education, including Docs for collaborative documents, Sites for creating websites, Maps and Earth for exploring locations, and Google+ for videoconferencing. It discusses how each tool can be used in educational settings and provides step-by-step instructions for using some of the tools. Examples of educational uses include writing labs in Docs, creating class websites in Sites, exploring places in Maps and Earth, and conducting video conferences in Hangouts.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
1. Modernizing Education
The State of Teaching and Learning in the 21st Century
Lucy Gray
Midwest Educational Technology Conference
February 2013
http://www.lucygray.org
@elemenous
2. All materials are located at:
http://www.lucygray.org
Download the PDF and click on pictures and
hyperlinks to visit cited resources.
Additional Resources:
http://sg.sg/modernizingedu
27. Experiences
• Worked at University of
Chicago and in Chicago Public
Schools
• Apple Distinguished Educator
• Google Certified Teacher
• Founder, The Global
Education Collaborative
• Co-chair, The Global
Education Conference
• Project Director, The
Consortium For School
Networking, Leadership For
Mobile Learning
• Multiple Opportunities to
visit and work with schools
34. Schools where continuous improvement using a wide
variety of criteria is the bottom line.
Schools that see their role is to educate, enlighten,
and support kids and their families.
Schools where intellectual curiosity and variety is
valued, where educating for compliance is not the
norm.
Visionary Leadership
35. Empowered Faculty
Schools where teachers have strong backgrounds in
pedagogy, child development and in meeting the
needs of diverse learners.
Schools faculty have ample opportunities to observe
each other, visit other institutions, and to engage in
activities to benefit their own learning.
Schools where professional development is
personalized and supportive of teachers.
36. Engaged Students
Schools where student voice is taken into consideration
throughout the school culture.
Schools where students are encouraged to identify and
pursue their passions.
Schools that show evidence that their faculty really
knows and understands their students.
37. Progressive Teaching
and Learning Practices
Schools that look beyond Common Core standards to
prepare kids for a new world.
Schools that provide ample opportunities for hands-
on, project and passion-based learning during and
after school.
Schools that view technology as essential to the
learning process and thoughtfully plan for its use.
39. Authentic Communities
Schools where parents and students are authentically
engaged in the community.
Schools that provide a multitude of means for parents to
get involved.
Schools who encourage honest community dialogue by
acknowledging their strengths and areas targeted for
improvement.
Schools that educate their parents and community
members about what it means to be a 21st century
learner.
53. The New Media Consortium
K-12 Horizon Report
2012
• 1 year or less
• Mobile Devices and
Apps
• Tablet Computing
• 2 to 3 years
• Game-Based Learning
• Personal Learning
Environments
• 4 to 5 years
• Augmented Reality
• Natural User
Interfaces
58. Project Tomorrow
Recommendations
• Un-tether learning and leverage mobile devices to extend
learning beyond the school day and meet all learners in their
own world
• Create new interactive, participatory learning spaces using
tools such as online classes, gaming and simulations, online
tutors, and virtual reality environments
• Incorporate Web 2.0 tools into daily instruction especially
those that develop collaborative or social-based learning and
provide unique opportunities for students to be content
developers
• Expand digital resources in the classroom to add context and
relevancy to learning experiences through new media tools
• Get beyond the classroom walls and make learning truly
experiential such as using high tech science instrumentation
and creating podcasts with content experts
61. U.S Public Schools
• Increased pressure
via Race to the Top,
AYP, RTI
• Less funding
• Less Time
• Emphasis on
standards and high
stakes testing
• Teacher Proof
curricula
• Less instruction in
the arts, World
Languages, etc.
• Longer school days
• Technology seen as
a content delivery
Mechanism
• Constant seeking of
silver bullets
62. Independent Schools
• Time
• Resources
• Streamlined
bureaucracy
• Organizational vision
• Community Consensus
• Administrative and
collegial support
• Authentic curriculum
• Recognition of the
Importance of 21st
century skills
• Professional
development
• Teacher autonomy
• Prepared students
• Commitment to
developing the whole
child
• Parental support
63. What do effective schools
seem to have in common?
• A WIDE RANGE OF EFFORTS TOWARDS
CULTIVATING 21ST CENTURY SKILLS AND
IMPLEMENTING ROBUST TECHNOLOGY
PROGRAMS
• THE SUCCESS OF ANY PROGRAM DEPENDS ON:
• VISIONARY LEADERSHIP
• STRATEGIC PLANNING
• COMMITMENT TO CONTINUOUS IMPROVEMENT
• THE DEGREE TO WHICH THE SCHOOL IS PRESSURED
TO PREPARE STUDENTS FOR A CHANGING WORLD
68. The School at Columbia
New York, NY
• K-8
• Columbia University faculty and local kids
• Innovation driven
• 1 to 1 laptop program
• 3 technologists plus tech staff
• Extensive Google Apps for Education and new
media use
• Other: field trip guides, computer programming,
robotics, conference
104. A Pedagogical Shift
• New models of teaching and learning are emerging
• Rigorous content + 21st century themes
• “Sage on the stage” to “guide on the side”
• New literacies need to be taught strategically
• Examples:
• developing a search mentality
• Student personal learning networks (PLNs)
• Standards and accountability still are important;
assessments need revision
107. The Global Achievement
Gap
Critical
Thinking and
Problem-
Solving
Collaboration
Across
Networks and
Leading by
Influence
Agility and
Adaptability
Initiative and
Entrepreneuri
alism
Effective Oral
and Written
Communication
Accessing and
Analyzing
Information
Curiosity and
Imagination
121. The Global Education Conference and
Network
http://globaleducationconference.com
122. Mission
The Global Education Conference Network is a community of
practice where people connect and build the professional
relationships necessary for effective collaboration across
borders. Via this social network, educators and organizations
from all over the world share conversations, resources, projects,
and initiatives with a strong emphasis on promoting global
awareness, fostering global competency, and inspiring action
towards solving real-world problems. Our ultimate goal is to help
prepare students for a rapidly changing and complex world.
123. GEC Network Features
• Groups
• Searchable member list
• Latest activity
• Discussion forums and
blogs
• Links to resources
• Events
• Project database
• Videos and photos
128. WHY NOW?
@oline73: Can you distill why globally connected classrooms are vital in 2010?
Photo source
129. We have urgent problems that need
to be addressed and, in order to
prepare our students to work on
these problems, we must connect
them globally. We must teach them
how networked learning leads to
networked problem solving.
130. So what?
21st century Skills: The art of teaching comes through via the
weaving of 21st century themes into core content. Focus on
inquiry and the thoughtful use of technology in classrooms. It is
not all about the tools.
Learning Environments: There has been an emphasis on
educating the whole child. Shift the discussion to address the
whole learning environment. Personalized learning for both
students and teachers is important.
Global Collaborations: It’s so easy to connect classrooms today.
It’s essential that we bring the world into our classrooms and
inspire students with the possibilities. This is where you apply the
tools!
136. Ideas
• Administrators can encourage experimentation
by awarding small innovation Grants.
• Consider adding a Year of Innovation theme to
your PD efforts (H/T to Don Buckley)
• Attend and host EdCamps, Playdates and
other informal unconferences.
• Leverage informal learning opportunities.
• Consider using after school time to experiment
with Maker Spaces, Coderdojos, etc.