The document discusses emerging technologies being used in classrooms, including virtual worlds, gaming, social networking, mobile learning, and web 2.0 tools. It provides examples of how these technologies can be used educationally, such as allowing students to virtually visit places they are learning about, collaborating on problem-solving activities, and developing their own virtual worlds and games for learning. Trends in how students currently use virtual worlds for both educational and social purposes are also examined.
Developing Future ready Learners, Educators and InstitutionsVasudha Kamat
This document discusses challenges and opportunities for education in the 21st century. It notes that 65% of today's primary school students will work in jobs that don't yet exist, and skills considered crucial for most jobs will change rapidly. New skills like collaboration, problem-solving, and digital literacy are important. Educational approaches need to evolve, such as through personalized, experiential, collaborative and lifelong learning. Teachers require continuous professional development to support new pedagogies like flipped classrooms, makerspaces and blended learning. Campuses should be redesigned to foster these approaches through facilities like challenge sheds and digital libraries.
1. The document discusses Common Core State Standards (CCSS) and 21st century learning initiatives. It provides an overview of CCSS and its implementation, as well as debunking myths about CCSS.
2. Digital resources can improve learning by connecting students to people and resources, expanding the community and ways of conversing, opening access to content, and changing the context of learning. Emerging technologies from Web 1.0 to 4.0 influence this.
3. Recommendations and resources are provided for using various technologies, platforms, and tools to enhance teaching and learning, including social media, online courses, and learning management systems.
Flexible Learning is an excellent method of reaching all types of learners. It is truly a medium that helps to democratize education to all. Today, we are currently experiencing a time of constant evolution in the field of education in which students require more resources and tools to obtain the information and construction of knowledge. One such resource is the use of open and distance learning environment, where the lecturer assigns additional activities for the understanding of the concepts seen before. But there are times when the student does not understand the content because of the form it represents, making it necessary to have more options to facilitate the understanding of content through different ways that may be more attractive to the students, achieving more active participation in the subject and an affinity that leads to a better learning experience. This is the goal of the study, which proposes a model called “Learning Buffet Model” for designing Flexible Learning content adaptable to the student´s learning style. This learning buffet model can be used as a fundamental model and applied in any area or discipline of education as it forces the consideration of four components (leaning style, content, pedagogy and technology) in the design of the lesson plan and subsequently enrich the learning environment with more specific learning objects the subjects taught.
This document provides a framework for maker education. It discusses the theoretical background of experiential learning and how making allows students to learn skills like math, science, problem-solving through hands-on projects. It recommends frontloading activities by explaining the purpose upfront and using scenarios, essential questions and standards to provide context. Reflection is an important part of the learning process. The document provides examples of digital tools students can use to document and share their making experiences such as creating word clouds, comics, presentations, audio recordings and more.
This document is a portfolio by Leah Manato about her learning in an Educational Technology course. It includes sections about the student, an overview of educational technology, and reflections on what was learned. Key points include that technology can enhance learning when used appropriately, it provides new tools for teachers and students, and allows for research and collaboration. The student feels prepared to teach using educational materials and technology after completing this course.
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.
Web 2.0 tools in the school of the 21st centuryadamstepinski
The document discusses the use of Web 2.0 tools in 21st century schools. It argues that these tools can be used for collaboration, presentations, surveys, and creative projects. Examples of specific tools are provided, such as Google Docs, VoiceThread, and Prezi. The document also outlines best practices for designing motivating interdisciplinary projects using these tools, such as making topics relevant to students' lives and allowing student autonomy and choice in technologies.
The document discusses how various internet tools can enhance teaching and learning. It analyzes social networking sites and web pages as examples. Edmodo is presented as a useful social networking site for educators that allows sharing of course content and student interaction. In contrast, WorldWar-2.net is criticized as a poor source for students despite its appearance, due to lack of academic review, commercial advertisements, and superficial coverage of events. Overall, the document argues that while the internet provides many tools, teachers must carefully evaluate sources to find those best suited for educational purposes.
The document discusses how students today are immersed in technology such as cell phones, MP3 players, laptops, and social media. It notes that 76% of secondary students have cell phones, with 30% having smartphones. It also discusses how students want to use their own technology for learning. The document provides examples of how some schools are integrating students' personal technology into the classroom, such as allowing cell phone use for assignments. It emphasizes that schools must prepare students for the technological workplace of the future.
Classroom web pages are becoming a popular way for teachers to provide online resources and support for students. They allow digital natives access to curriculum materials 24/7 in ways that support reading, writing and learning. Web pages also help students see the internet as personally relevant to their schoolwork and allow teachers to stay connected to students and families.
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
The document discusses strategies for building community in online and blended learning environments. It suggests that developing a sense of community should be an intentional goal when designing class activities. Specifically, it recommends emphasizing common purposes and ideals, providing regular opportunities for cooperation and collaboration, and actively cultivating respectful relationships among students and teachers. A variety of icebreaker activities are presented, such as photo essays, "I am" poems, interviews, and Voicethread introductions, to help students get to know each other online. Ongoing activities like social networking, blogging, webinars, and discussion boards can further foster interaction and community development. Student feedback indicates that these strategies helped form connections and common ground outside of class.
This document discusses digital learning resources that can be used offline and online. It provides examples of various types of offline digital resources including CD-ROMs, computer assisted instruction programs, application software, and educational games. It also discusses many types of online digital learning resources including question/answer websites, encyclopedias, maps, educational games, lesson plans, fonts, clip art, PowerPoint presentations, videos, and parental resources. The document emphasizes that both online and offline digital learning resources can provide tremendous educational benefits if made widely available to students and teachers.
This document provides an overview of 21st century skills and resources for integrating them into the English Language Arts classroom. It discusses the digital nature of today's students and defines the role of a 21st century literacy specialist. A variety of websites and tools are listed that can help teach skills like digital storytelling, blogging, citation generation and more.
This document discusses 36 things that 21st century teachers should be able to do with technology. It outlines skills such as selecting the right communication platforms, using various apps and file types, understanding privacy and copyright issues with digital media, troubleshooting technology problems, and using tools like blogs, videos and games for pedagogical purposes. The overall message is that to develop 21st century skills in students, teachers must become proficient with various digital tools and technologies.
Creativity and Innovation with One Laptop per ChildSameer Verma
How the One Laptop per Child project comes up with creative and innovative solutions to challenging problems by changing the constraints to the problems.
Financial education boot camp thirty terrific technology teaching tools-07-15Mary Anne T. Walczuk
This document lists and describes 30 technology tools that can be used to teach personal finance. It includes tools like PowerPoint games, online quizzes and simulations, animated videos, online courses, social media platforms, and full personal finance curricula that are available for free or at low cost. The tools provide interactive ways for students to learn essential financial concepts in an engaging manner.
This document provides an overview of UNESCO's 'Mobile Based Post Literacy Pilot Project' in Pakistan. It discusses the low literacy rates in rural Pakistan, especially among females, and the accessibility issues to education. The project aimed to provide continuing literacy practice to girls in rural Pakistan using mobile phones. Over 4,000 girls participated in the initial five-month pilot project, which showed success in improving literacy. The project has now entered its fourth phase and has led to additional mobile learning initiatives in Pakistan.
The document discusses building a virtual training program using e-learning tools. It outlines a multi-day program using both synchronous and asynchronous elements following the ADDIE model of analysis, design, development, implementation and evaluation. It provides examples of tools that can be used for analysis, design, development, implementation and evaluation of a virtual training program.
SITE 2010 - Perspectives on E-Learning: Development and Challenges of K-12 On...Michael Barbour
This document discusses the history and development of K-12 online learning. It describes how K-12 online learning has grown significantly in recent years, with over 12 million students now taking online courses. The document also outlines different models of online learning that have been implemented internationally in countries such as China, Iran, Japan, the United Kingdom, Australia, Finland, South Korea, and New Zealand. Finally, it discusses areas that would benefit from future research, such as effective online course design for adolescent learners and the roles and responsibilities of online teachers and facilitators.
The document discusses traditional and innovative teaching methods. It evaluates traditional lecture-based methods and their limitations, such as being one-way delivery of information with little student interaction. It also discusses factors to consider when selecting teaching methods, such as learning objectives, group size, learner preferences, content, and preparation required. The document advocates for using a variety of methods, like lectures, group work, case studies and field trips, to improve the learning process and make it more engaging for students.
The document summarizes a workshop on how e-learning can support educational quality. The agenda included discussions of best practices, current policies and practices, and visions for the future. It also presented frameworks for understanding the different types of e-learning, from simple content delivery to collaborative learning, as well as models for conceptualizing the development of quality in education as an ongoing process.
The document discusses digital classrooms and e-learning environments. It describes how students in these environments can be self-managing learners, participators who work with teachers and peers, and thinkers who engage in higher-level thinking. It also discusses how students in these environments can collaborate, communicate in multiple forms, and develop personal learning journeys through reflection and choosing appropriate tools.
The document discusses virtual classrooms and the Wimba collaboration suite. Virtual classrooms allow for flexible, distance education through synchronous and asynchronous online interactions. They provide community and control for learners. The primary contributor to student satisfaction is contact and interaction with instructors. The Wimba suite facilitates online collaboration through tools like virtual classrooms, audio/video conferencing, content sharing, and course authoring aids. It aims to reduce isolation and create community for distance learners.
This document discusses virtual classrooms and their uses, advantages, and trends. It introduces various virtual classroom software tools like WebEx, Microsoft Live, and GoTo Meeting. It also covers the benefits of virtual classrooms, considerations for design and development, and factors for implementation like being easily installed and compatible with various systems. The future possibilities of virtual classrooms are also examined.
This document discusses the concept and features of a virtual classroom called Virtual Class Room (VCR). VCR allows teachers to present remotely and conduct live online sessions for students. Key features include audio/video conferencing, screen sharing, file sharing, online quizzes, and remote desktop access. The goal of VCR is to simulate a traditional classroom experience over a computer network and provide interactive learning opportunities for students and teachers separated by location.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
Organizations nowadays are expanding both regionally and internationally, and have to adopt to new ways of working, especially field-work requires enormous flexibility and mobility from employees. Thus, this has created difficulties for companies to gather employees together in order to train, develop and communicate at the same time. E-learning may be the solution for this problem.
By enhancing knowledge skills and know-how to employees, where in particular the employee has control over and personally customized whether what, when, where and how he/she learns.
The document discusses tools for teaching 21st century skills, including using technology like blogs, wikis, podcasts, and online maps to promote collaboration, communication, creativity, and problem solving. It provides examples of how to incorporate these tools into project-based learning, digital storytelling, and other lessons to engage students and teach critical thinking. The document advocates experimenting with one of the suggested tools in January classes to revitalize teaching and learning.
This document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 2.0 and the developing Web 3.0 and Web 4.0. It also provides strategies and tools for engaging K-12 students in online learning, including encouraging listening, speaking, reading and writing skills through various applications and websites. Additionally, it offers suggestions for preparing students for self-paced and collaborative learning in the digital age.
This document discusses the potential uses of social media in the classroom. It begins by stating that social media has disrupted many aspects of modern life, including education, where it is often banned in schools. It then provides examples of how social media can be used to make learning more interactive and engaging for students, such as having students work collaboratively online to solve math problems or create videos explaining concepts. A number of free online tools are presented that allow students to create multimedia content, collect and share resources, take quizzes, and collaborate in virtual classrooms. The document advocates for embracing these digital tools in the classroom to improve student learning.
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
The document discusses 21st century learning and how information is changing education. It provides examples of how students today are constantly connected digitally and how much information is being created daily. It advocates that learning environments need to change to incorporate more technology, collaboration, and student-centered approaches to keep pace with evolving information needs. Key skills discussed include communication, critical thinking, creativity, and self-direction.
The document discusses various free technology tools that teachers can use to help students develop 21st century skills and better integrate technology into the classroom. It provides examples of tools for creating presentations, videos, posters, online discussions, and collaborating with other students and authors. The tools can be used across subjects to engage students and prepare them for a digital world.
This document discusses the need for classrooms without walls and 21st century learning skills. It notes that emerging technologies allow education to be personalized and in the hands of students. Students can now learn what they want, when they want, and where they want. 21st century skills like connecting, communicating, collaborating and creating on a local and global scale are emphasized. Specific web 2.0 tools that can facilitate this type of learning are mentioned, including blogs, wikis, social media, videoconferencing and virtual worlds. Considerations for using these tools in classrooms are also briefly discussed.
This document discusses how educators can stay connected to new trends and skills for 21st century learning. It provides examples of social media tools like blogs, Twitter, Facebook, and wikis that teachers can use to build their professional learning networks. Resources are shared on digital citizenship, recommendations for using social media in schools' communications, and how teachers can learn new skills by connecting with others for just 15 minutes a day.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
This document discusses trends in e-learning and e-moderating, focusing on how technology is being used by EFL (English as a Foreign Language) teachers to enhance language learning. It provides examples of using tools like search engines, blogs, podcasts, and web chats for classroom activities. It also discusses using the open-source e-learning platform Moodle for teacher training purposes.
The document discusses the need for changes in education to meet the demands of a changing world. It outlines why change is needed, what needs to be changed, and how to implement changes. Specifically, it discusses the impact of new technologies on how students learn and recommends teaching methods that incorporate tools like blogs and podcasts to engage digital native students and develop 21st century skills.
The document discusses emerging technologies that can be used in classrooms, including virtual worlds, gaming, social networking, mobile devices, and more. It provides examples of how these technologies can be used educationally by motivating students and allowing them to learn collaboratively in simulated environments. Resources and tools are presented for using these technologies across various subject areas at different grade levels.
The higher education ministry of Malaysia has set forth new initiatives as part of its effort to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0. Minister Datuk Seri Idris Jusoh said that the ministry has introduced a range of initiatives such as the integrated cumulative grade point average (iCGPA), in addition to its existing academic-driven CGPA system, the 2u2i Programme and CEO@Faculty Programme, to address the challenges and critical needs of Industry 4.0.
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
This document discusses using technology to support differentiated instruction in the classroom. It provides examples of how teachers can differentiate content, process, and product for students using tools like PowerPoint, webquests, online learning centers, and Web 2.0 technologies. Specific strategies mentioned include using technology to provide multiple levels of instruction, track student performance, and allow for student choice and collaborative projects.
The document discusses ways for teachers to make global connections in their classrooms. It provides examples of projects and tools teachers can use, such as partnering with an international school via video chat, discussing global current events, exploring other cultures through blogs and websites, and connecting with other classrooms around the world using tools like Skype and Twitter. The document emphasizes that the internet makes cultural exchange easier than ever before.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
Similar to Emerging Technologies For New Teachers (20)
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
This document provides a summary of educational websites for students in grades K-12 to use during the summer for fun and learning. It discusses websites broken down by grade level and includes resources for parents and teachers. A variety of websites are listed covering subjects like reading, math, science, languages and more. The document aims to help students continue learning over the summer in an enjoyable way through educational online resources.
This document provides an overview of resources for using Google tools in the classroom. It lists over 80 links to Google Docs, Sheets, Slides, forms and other tools for lessons, assessments, projects and classroom management. Sample lessons are described that utilize forms, spreadsheets and docs for activities in various subjects. Key resources are highlighted for finding lesson plans, training materials and tools for students and teachers. The assignment asks attendees to upload 5 documents to Google Drive and share them to demonstrate using Google docs.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
Technology to support the common core 2012Karen Brooks
The document discusses the mission and goals of the Common Core standards, which aim to provide consistent expectations for what students should learn to prepare them for college and careers. It outlines the key shifts in literacy and math required by the Common Core, including an emphasis on nonfiction reading, close reading of text-based evidence, and ensuring texts are appropriately complex. It also lists the reading, writing, speaking/listening, and language standards that make up the Common Core and provides links to sample unit plans and other teaching resources to support Common Core implementation.
The document provides an overview of a professional development session focused on the Common Core Standards for literacy in grades K-2. It discusses key concepts like close reading, academic vocabulary, and scaffolding complex texts. Examples and resources are given for how to implement these strategies in the classroom through activities targeting areas like vocabulary, language structure, and text complexity.
This document provides an overview of the Aviary suite of online editing tools, including Phoenix for image editing, Peacock for adding effects to images, Myna for audio editing, Roc for music creation, Toucan for working with color palettes, Raven for vector editing, and Falcon for image markup. Links and video tutorials are provided for each tool to help users get started with the Aviary suite after creating an account.
This document provides information about Lingt Classroom, an online language learning platform. It includes links to sign up for an account, tutorials on using the platform's features, sample assignments created with the tools, and information for schools and districts on licensing options. Contact information is provided for questions.
Gmail in education means organization november 2011Karen Brooks
The document provides an overview of the benefits of using Gmail for education and business purposes. It lists 10 reasons to use Gmail, including access to Gmail from any device and 25GB of free storage. It also provides links to tutorials on customizing Gmail settings, sending emails, using shortcuts, and integrating Gmail with other Google apps and calendar. The document aims to demonstrate how Gmail can help with organization, communication, and productivity for students, teachers and businesses.
Sym ba loo is a web tool that allows users to create personalized dashboards called WebMixes by adding tiles that link to websites and web pages. Users can select from over 30 supported languages, add tiles by dragging and dropping them onto their WebMix, and customize the order of tabs. The tool has been available since 2006 and allows users to quickly build favorites pages and install their WebMix on the Sym ba loo website.
This document contains a list of resources for creating and using word clouds, including websites that generate word clouds from text and lesson plans for incorporating word clouds into classroom activities. It lists word cloud creator tools, vocabulary resources, examples of news word clouds, and over 100 ways to use word clouds, thanking the reader for their attendance.
ZooBurst is an online tool that allows users to create interactive books and presentations. It provides templates and features for creating pop-up books, animated pages, and embedding photos, videos and other media. The document provides an overview of ZooBurst's capabilities and pricing plans, and includes links to sample books, tutorials, and other resources for making pop-up books or enhancing books with ZooBurst.
The document discusses how Google Apps can benefit schools and education. It provides links to videos that explain how Google Apps works and its education features. Some of the benefits mentioned are that Google Apps is free, easy to deploy, saves schools money by outsourcing maintenance to Google, and allows for collaboration globally on documents in real-time. The document also provides resources for training and certification for using Google Apps in education.
This document provides a long list of websites that can help with homework across various subjects. It begins by recommending checking the teacher's website and asking the teacher for recommendations. It then lists over 100 specific website resources divided into categories like tutorials, reading help, science and history, study skills, and reference materials. These websites provide homework help, tutorials, research guides, dictionaries, encyclopedias, and other study tools. The document concludes by thanking attendees and providing contact information.
Educational sites for summer help 2011Karen Brooks
This document provides a summary of educational websites and resources for students to use during the summer break to keep their learning fun and engaging. It is broken down by grade level and includes websites for math, reading, science and other subjects. The document also provides parent resources including summer reading lists and activity ideas to help students of all K-12 grades continue learning over the summer months.
The document provides tips for basic computer usage and maintenance. It recommends always using antivirus software and updating it regularly. Files should be backed up on CDs, DVDs, or external hard drives. Most computer issues can be fixed by restarting or using system restore. Important settings and files are accessible through the Control Panel. Proper surge protection and shutdown procedures help prevent damage. Backing up files, updating software, and calling experts for help are emphasized.
The document provides an overview of basic computer parts and concepts. It discusses the main components of a desktop computer including the computer case, monitor, keyboard, mouse, and power cord. It also describes the two main types of monitors, keyboard functions, how to switch mouse buttons, and basics of data storage including how many songs, photos, or CDs can fit on different storage devices.
This document discusses social networks and professionalism. It defines social networks and provides examples of popular social networks like Facebook, Twitter, LinkedIn and Flickr. It discusses privacy issues related to social networks and provides tips for using social networks professionally. Some key tips include maintaining separate private and professional profiles, avoiding posting unprofessional content, and using privacy settings to control who can view your information. The document also provides resources on privacy settings for different social networks.
The document discusses internet safety and cyberbullying. It defines cyberbullying as using communication technologies like email, phones, social media to repeatedly send cruel, harmful messages or images. It notes various forms cyberbullying can take, like flaming, harassment, impersonation, and outlines characteristics like its ability to happen 24/7 and isolate victims. The document also discusses New York's anti-bullying laws and gives statistics on relationship bullying and teen dating violence.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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Hamster kombat free money Withdraw Easy free $500 mo
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
3. Eight Highly Effective Habits of the 21 st Century Teacher From http://www.nz-interface.co.nz/articles.cfm?c_id=10&id=28 1. Adapting - Harnessed as we are to an assessment-focused education model, the 21st century educator must be able to adapt the curriculum and the requirements to teach to the curriculum in imaginative ways. They must also be able to adapt software and hardware designed for a business model into tools to be used by a variety of age groups and abilities. They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle of a class, when the technologies fail, the show must go on. 2. Being visionary - Imagination is a crucial component of the educator of today and tomorrow. They must look across the disciplines and through the curricula; they must see the potential in the emerging tools and Web technologies, grasp these and manipulate them to serve their needs. If we look at the technologies we currently see emerging, how many are developed for education? The visionary teacher can look at others’ ideas and envisage how they would use these in their class. 3. Collaborating - Blogger, Wikispaces, Bebo, MSN, MySpace, Second life, Twitter, RSS – as an educator we must be able to leverage these collaborative tools to enhance and captivate our learners. We, too, must be collaborators; sharing, contributing, adapting and inventing. 4. Taking risks - There’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students. 5. Learning - We expect our students to be life-long learners. Teachers, must continue to absorb experiences and knowledge, as well. We must endeavour to stay current. I wonder how many people are still using their lesson and unit plans from five years ago. To be a teacher, you must learn and adapt as the horizons and landscapes change. 6. Communicating - To have anywhere, anytime learning, the teacher must be anywhere and anytime. The 21st century teacher is fluent in tools and technologies that enable communication and collaboration. They go beyond learning just how to do it; they also know how to facilitate it, stimulate and control it, moderate and manage it. 7. Modelling behaviour - There is an expectation that teachers will teach values, so we must model the behaviors that we expect from our students. We are often the most consistent part of their life, seeing them more often, for longer and more reliably than even their parents. The 21st century educator also models tolerance, global awareness, and reflective practice, whether it’s the quiet, personal inspection of their teaching and learning, or through blogs, twitter and other media, effective educators look both inwards and outwards. 8. Leading - Whether they are a champion of the process of ICT integration, a quiet technology coach, the 21st century educator is a leader. Like clear goals and objectives, leadership is crucial to the success or failure of any project.
8. What is a Virtual World? MUVE (plural MUVEs) refers to online, multi-user virtual environments, sometimes called virtual worlds. an extension of our real world that exists only online. A virtual world is a computer-based simulated environment intended for its users to inhabit and interact via avatars. What are some big MUVEs?
9. Game Based Learning Theory http://serc.carleton.edu/introgeo/games/ Game based learning (GBL) is a branch of serious games that deals with applications that have defined learning outcomes. It uses simulation and MUVEs as the teaching tool. GBL uses competitive exercises, either pitting the students against each other or getting them to challenge themselves in order to motivate them to learn better. Games often have a fantasy element that engages players in a learning activity through a storyline. In order to create a truly educational game, the instructor needs to make sure that learning the material is essential to scoring and winning.
10. Why use GBL? Motivates students to learn Immerses them in the material so they learn more effectively Encourages them to learn from their mistakes It uses environments they consider fun and are currently using. Computers that gaming can be used are becoming more economical. More gaming platforms are becoming web-based.
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12. Trends in Virtual Worlds Increase in 5-15 year olds who use Virtual Worlds in 2009 Increase in girls using Virtual Worlds in 2009 An explosion of Virtual Worlds on the Internet in 2008 Teen-focused virtual worlds are huge.
44. They can visit places in virtual worlds that they are learning about in class and may never get the chance to see in real life. http://www.beyondspaceandtime.org/FCBSTWeb/web/index.html#link =
46. They can work collaboratively in virtual world using problem based learning to solve real life problems as in Harvard’s River City project. http://muve.gse.harvard.edu/rivercityproject/
54. Other Virtual Worlds to Explore They may be educational or social http://www.virtualworldsreview.com/info/categories.shtml http://www.zanpo.com/ Create a Virtual City http://www.byond.com/games/ Can create your own games – 2D http://www.myminilife.com/ Create your own mini life – social network http://www.multiverse.net/index.html
55. Simulations to Check Out for Education http://www.mcvideogame.com/index-eng.html Run the McDonalds Company http://www.3rdworldfarmer.com/ Third World Farmer http://www.electrocity.co.nz/ Build a City – it needs a Mayor http://www.digital-humans.org/main.htm Virtual Soldier http://www.socialstudiescentral.com/?q=node/88 SS Simulations http://www.globalisland.nu/pages_intro/en/index.php?lang=en Global Island http://www.chemcollective.org/applets/vlab.php ChemCollective
56. Continued Using Virtual Worlds to create lessons - http://en.wikipedia.org/wiki/Math_Girl http://www.eduweb.com/portfolio/designsatellite/ Design Your Own Satellite Social Studies Games http://www.playinghistory.org Lure of the Labyrinth - http://labyrinth.thinkport.org/www/
57. Teaching in Virtual Worlds Online Learning 24/7 Resource Center Mobile Learning iPod Cart Web 2.0 Gaming Social Networking
58. iPod and the Classroom AKA: iPod Learning Labs Enrollment Code: 2009
59. FREE Applications (APPS) Classroom Response Systems - polling file Using iTouch as a Name Tag file WhiteBoard file Dictionary file Comic Touch for pictures file Talking Heads file Math Drills file Sum It Up file Common Sense by Thomas Paine file Pride and Prejudice by Jane Austin file Fairy Tales by Hans Christian Anderson file Constitution file Chemical Touch - Lite Edition file Periodic Table file World Wiki file Wiki Quiz on Popular Culture file U.S. Presidents file Password and Data Vault file Evernote file Basic Math file Mathematical Formulas file ABC Pocket Phonics file Vocabulary Exam Builder file Vocal Zoo file Write Now iSeismometer file Stars file History - Maps of the World file The 3D Brain file Equation Solver file Essay Writing Wizard file Legal Aid Videos - Police Interaction file My Schedule file School Organizer file Study Pacer file Stick Boy Piano file Finger Piano Lite file Learn SMART Medical Terminology file Touch Calculator - Scientific file Talk Recorder file Classic Hangman file Shakespeare file Classics to go lite file World Traffic Cameras file Compass file iSpy Camera's file Flashlight file Offender Locator file Stanley Level file Units of Measurement file Google Earth file DropBox file Fountain pen file Write Now
61. Teaching in Virtual Worlds Online Learning 24/7 Resource Center Mobile Learning iPod Cart Web 2.0 Gaming Social Networking
62. Social Networks Social network sites (SNSs) such as such as Facebook, CyWorld, and MySpace allow individuals to present themselves, articulate their social networks, and establish or maintain connections with others. This is especially true in business and education.
63. An Overview of Facebook Created in 2004, by 2007 Facebook was reported to have more than 21 million registered members generating 1.6 billion page views each day (Needham & Company, 2007). The site is tightly integrated into the daily media practices of its users: The typical user spends about 20 minutes a day on the site, and two-thirds of users log in at least once a day (Cassidy, 2006; Needham & Company, 2007).
64. The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate Communication Education , Volume 56, Number 1, January 2007 , pp. 1-17(17) Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. Study offers recommendations for teachers regarding the use of Facebook and other weblog services.
65. Facebook – Pros and Cons Professional Use – Some people have a personal and professional account. Professional samples: Jane Hart Kathy Schrock Karen Vitek Karen Brooks Cons – can be seen by the number of teachers suspended from work and or terminated because of postings. http://www.delicious.com/dembe01/facebook
66. Teaching in Virtual Worlds Online Learning 24/7 Resource Center Mobile Learning iPod Cart Web 2.0 Gaming Social Networking
68. Resources Math – http://delicious.com/dembe01/math Science - http://delicious.com/dembe01/science SS http://delicious.com/dembe01/ss ELA - http://delicious.com/dembe01/ELA Web2.0 - http://delicious.com/dembe01/web20 New and Cool Sites http://tell.schoolwires.net/16621065151648627/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=55162
70. Results 18-20 – You technologically totally understand your students and are on the same page. 15-18 – You are a technology pioneer in your school and people probably come to you for support 10-14 – You use technology, but require assistance and new technologies scare you. Under 10 – You are computer literate, but do not like using technology in your classroom.
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72. Some Great Sites to Know About http://www.xtranormal.com http://www.wolframalpha.com/ http://storybird.com/ http://www.voki.com http://www.chacha.com http://www.kgb.com http://www.zoho.com http://moodle.ucboces.org http://www.jogtheweb.com http://www.voicethread.com
73. Where to find Web2.0 Cool Web Tools for the Classroom Top Learning Tools for 2009 Must Know Web2.0 2008-2009 Web 2.0 Directory All My Faves
74. 24/7 Resource Center – Looking at a few in different stages For both teachers and students – iPod in the Classroom Resource Center 8 th Grade English - http://www.newpaltz.k12.ny.us/1563201114112625443/site/default.asp 10 th Grade English - http://www.newpaltz.k12.ny.us/1563201114112619317/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=56841
75. 8 th Grade SS - http://www.newpaltz.k12.ny.us/1563201114112621910/site/default.asp 8 th Grade Math - http://www.newpaltz.k12.ny.us/1563201114112618647/site/default.asp
76. Must Know Resources 2 cents worth by David Warlick CogDogBlog by Alan Levine CoolCatTeacher by Viki Davis EdTechTalk Podcasts EDU Blog by Ewen McIntosh Educational Technology Jane's E-Pick of the Day by Jane Hart LeaderTalk by School Admin Moving at the Speed of Creativity by Wesley Fryer ReadWriteWeb TechSavvyEducator by Ben Rimes Weblogg-ed by Will Richardson http://www.karenbrooksucboces.blogspot.com http://www.delicious.com http://oedb.org/blogs/ilibrarian/ http://www.slideshare.net/kbrooks http://www.wikispaces.com/site/for/teachers
77. Contact me with question: [email_address] Presentation at http://www.slideshare.net/kbrooks