This document provides information on various online tools that can be used for educational purposes, including blogging, social networking, collaborative document editing, and more. It discusses what each tool is, how to use it, examples of how it has been used in education, and potential benefits and limitations. Some of the tools covered include blogs, Tumblr, Etherpad, Vocaroo, Wallwisher, Facebook, Twitter, Wordle, and Google Docs. For each tool, the document provides a brief overview and guidance on how educators and students can utilize the functionality in classroom settings or for assignments.
This document provides summaries of various educational tools that can be used for free. It discusses tools for creating videos, timelines, podcasts, and digital notebooks. Specific tools mentioned include Khan Academy for hosting educational videos, Photosynth for capturing 360-degree photos, Google Docs for collaborative writing, and Pinterest for gathering teaching ideas and resources. The document emphasizes that many free online tools can help teachers and students be more productive.
The document discusses embracing new media and online tools in education. It describes one teacher's experience shifting to allow online work and discussions for students. Benefits included parity for quiet students, careful composition, and research opportunities. Challenges included it becoming extra homework and limited Internet access. The teacher also discusses using blogs for journal writing and sharing student video projects through videoblogs.
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.
Music Teacher 2.0: Blogging Your Way to a Better Classroom - FMEA 2011Andrew Zweibel
This session from the 2011 FMEA Conferences provided many different techniques by which teachers can use blogging (and microblogging) to enhance both their educational objectives and administrative tasks. It included a hands-on tutorial for setting up and using a blog and a Twitter account, as well as resources for effective use of both.
Music Teacher 2.0: Blogging Your Way to a Better Classroom - TI:ME 2011Andrew Zweibel
This document discusses how music teachers can use blogging and social media like Twitter to create a better classroom environment. Blogging allows teachers to engage in ongoing professional development, smoothly manage class paperwork and communications, and engage students through reflection blogs and online discussion. Setting up a classroom blog makes it easy to share information with parents and students, and microblogging platforms like Twitter can help reduce teacher isolation through discussion groups on education topics with the #MusEdChat hashtag. Overall, integrating blogging and social media enhances music education when done securely and as a supplement rather than replacement to the core curriculum.
Social Networking for Music Educators - Using the Four "C's" of Social Networ...Andrew Zweibel
This session from the 2012 TI:ME/JEN Conference provided a brief introduction to the many social networking resources available to music educators. It focused on the “4 Cs” (Creation, Connection, Conversation, Collaboration) that can help teachers use these resources in a safe way to help with organization in the program. More important, however, the session is focused on how these resources can be used to enhance students’ learning. This session gave examples of social networking use in all levels and disciplines, so it was applicable to all grade levels.
This document discusses how blogging and social media can help music teachers create a better classroom. It argues that blogging allows teachers to engage in ongoing professional development by sharing ideas and questions with other teachers. Blogging can also help teachers more smoothly manage their programs by distributing information to students and parents through blogs and RSS feeds rather than paper copies. Finally, blogging and microblogging platforms like Twitter can engage students by having them reflect on and discuss their learning. The presentation provides examples of how teachers can use blogs and social media to share schedules and reflections, facilitate student discussion, and enhance their own learning and preparation.
This document summarizes the learning and technology skills gained by an elementary school teacher over the course of a year. They learned to use blogs, wikis, document cameras, Skype and more. They shared their knowledge with other teachers through workshops and collaboration. The teacher found technology helped make lessons more engaging for students and opened new ways of teaching and communication.
This is a presentation for the ICTEV conference on May 24th in Mebourne, Victoria. It outlines how my classroom walls are flattening, some web2.0 tools to try in a virtual classroom.
Cognitive and Personal Dimensions of Cyber Learning - R.D.SivakumarSivakumar R D .
This document provides information about an upcoming webinar on cognitive and personal dimensions of cyber learning. The webinar will cover topics like e-learning concepts, e-content development, creating an e-book and audio book, QR codes, and blogging. Attendees will learn how to use open source software for these tasks. The document also discusses digital learning trends like multi-tasking learners and the three E's of digital education - enabled, engaged and empowered. Additional sections cover the history of learning and types of e-learning like synchronous and asynchronous.
Use of weblogs in Higher Education. Something more than just technology. Considerations and examples of using blogs as a teaching and learning processes.
Belinda Flint ICT Show and Tell in the Secondary German Classroom online copybelindaflint
This document discusses using technology to enhance language learning in the secondary German classroom. It provides an overview of the author's journey integrating technology through attending professional development sessions and building an online personal learning network on Twitter and Diigo for collaboration. Specific tools are described for engaging students including wikis, social bookmarking, podcasts, videos, and interactive websites for collaboration, presentations, flashcards, and creating online books. The author advocates starting slowly, finding mentors, and sharing resources through one's online networks to expand possibilities for using technology in the language classroom.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
Web 2.0 applications can engage students and support learning in various subject areas. Applications like Quizlet allow teachers to create interactive vocabulary exercises while SnagFilms provides educational videos and accompanying lessons. PicLits inspires creative writing by matching photos with word prompts. Glogster enables students to make multimedia posters collaboratively. PortaPortal is a bookmarking site that teachers and students can use to organize and share educational web resources.
This document provides summaries and recommendations for several free online tools that can be used for education. It describes Khan Academy, which provides free educational videos, and The Teaching Channel which allows teachers to view videos of other teachers. YouTube EDU and resources from PBS, National Geographic and TED lectures are recommended for safe educational videos. Other tools mentioned include Dropbox for file sharing, Pinterest for gathering ideas, Google Docs for collaboration, and WolframAlpha as a computational resource.
The document provides an overview of various free web 2.0 tools that can be used in K-12 classrooms for creating, collaborating, communicating, and contributing online. It discusses tools like Animoto, Flickr, Google Docs, SlideShare, podcasts, wikis, blogs, and online worksheets that allow students to share work, give feedback, and learn from each other in new ways. The teacher emphasizes that one size does not fit all and teachers should explore different tools to find what works best for their students.
Social Networking for Music Educators - FMEA 2011Andrew Zweibel
This session from the 2011 FMEA Conference provided a brief introduction to the many social networking resources available to music educators. It focused on the “4 Cs” (Creation, Connection, Conversation, Collaboration) that can help teachers use these resources in a safe way to help with organization in the program. More important, however, the session will focused on how these resources can be used to enhance students’ learning. This session gave examples of social networking use in all levels and disciplines, so it was applicable to all grade levels.
Learning with the Web. Structuring data to ease machine understandingGiuseppe Rizzo
The document discusses structuring unstructured data on the web for machine understanding. It covers named entity recognition and linking to identify and disambiguate entities in text. Several challenges are presented, along with state-of-the-art systems and the NERD initiative, which combines multiple systems. Live topic generation from social media data is also discussed, including an example of tracking a political event on Twitter. The goal of creating a large entity graph from open web and social data is presented.
Supplementing Literacy Through Technology in Elementary Educational Enrichmen...salm
This document proposes an elementary enrichment program that combines literacy and technology. The program would have students act as junior authors to compose, narrate, and illustrate a book using technology. There is a need for such a program as there are currently no gifted/talented programs and students have limited computer access. The budget proposes $26,398 for the program, with $23,500 requested from various foundations and government grants, and the remaining $2,898 supplemented by the school. The program aims to develop students' reading, writing, and technology skills.
1) The document is a floor plan layout for a school building showing the location of various classrooms, offices, gymnasiums, and other facilities.
2) Key areas shown on the floor plan include classrooms, science labs, art rooms, gymnasiums, offices, libraries, and cafeterias.
3) The floor plan provides a bird's-eye view of how the different parts of the school are arranged spatially in relation to one another.
- The Singapore economy grew by 20.4% in Q2 2009 after four consecutive quarters of contraction, driven mainly by a surge in pharmaceutical production. However, concerns remain about the sustainability of this growth.
- Unemployment rates hit a 5-year high of 4.8% while overall unemployment rose to 3.3% in Q1 2009.
- Private home sales rebounded strongly in Q2 2009, with a 77% increase in units sold compared to Q1 2009. This was driven by factors such as improved market sentiment, attractive pricing and discounts by developers, and low interest rates on housing loans.
Deck for studying up on regular expressions.
This was purposefully kept free of any styling etc as this is the actual deck I use for memorization and don't like distractions.
University Of Antwerp The Uk Digital Television Landscape Ken LawrenceThisco
This document discusses interactive digital television in the UK. It covers the benefits of digital TV for viewers and broadcasters, the different ways to receive digital TV in the UK, research on adoption of digital TV, UK providers like Freeview, BSkyB, NTL and Telewest, the failure of ITV Digital, and the UK government's plans for digital switchover by 2010. Research shows price is a major barrier to adoption, and some experts question if the government's 95% target can be met on time.
Serangan bom bunuh diri di Kabul menewaskan enam tentara Italia dan sepuluh warga sipil Afghanistan. Serangan itu dilakukan oleh seorang pengebom bunuh diri yang menabrakkan mobil berbahan peledak ke kendaraan militer Italia. Sementara itu, dua tentara Inggris tewas dalam pertempuran di Afghanistan.
Frank Lloyd Wright was born in 1867 in Wisconsin to parents who wanted him to become an architect. After his father left when he was a teenager, Wright took drafting classes and began working for architects in Chicago, including Louis Sullivan. Two of Wright's most famous works are Fallingwater, a private home built over a Pennsylvania stream in 1936, and the Guggenheim Museum in New York, which features a distinctive spiral design and was completed in 1959. Wright is considered one of the greatest architects of all time.
Program Subsidi Pengawas merupakan upaya pemerintah untuk meningkatkan motivasi dan kinerja pengawas sekolah dengan memberikan insentif dan bantuan operasional sebesar Rp. 100.000 per bulan. Mekanisme pelaksanaannya meliputi penetapan penerima subsidi oleh komite tingkat pusat, provinsi, dan kabupaten/kota serta pendistribusian dana subsidi tiga kali setahun untuk memantau dan mengevaluasi pelaksanaan program.
This document discusses enabling visitors to explore smart cities using the 3cixty knowledge base and applications. 3cixty connects data from over 20 different sources about places, events, and related information in cities semantically to provide personalized recommendations and exploration. It was developed and tested for Expo Milano 2015 to help visitors plan trips and get recommendations. The system achieved high accuracy in evaluating reconciled data and an app called ExplorMI was created for multi-device exploration of the city. Ongoing work is applying the 3cixty approach to other cities like London and Nice.
Players practice question modelling exercisedouglasgreig
Kofi Annan believes reducing inequality between men and women is key to bridging the development gap. Improving access to basic services like education and healthcare would help boost quality of life from the bottom up. A local business owner prioritizes economic growth through infrastructure to create jobs. A grassroots activist focuses on empowering people through participation in decisions affecting their lives. While their priorities differ, all acknowledge development as a complex, multi-dimensional process requiring action at both global and local levels.
This document provides an overview of magazines and books as media. It discusses the history of muckraking magazines in the early 20th century, different types of magazines including niche and general interest, and how magazines make money through advertising. It also covers the history of print from the Gutenberg Bible to e-books, different types of published books, book publishing industries, and censorship and banning of books. Technology is changing publishing with e-books and tablets potentially replacing printed books.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is presented as a way for teachers to communicate and stay updated. Web flashcards are described as a modern version of traditional flashcards that can be accessed anywhere and allow interactive study activities. Benefits highlighted include providing study statistics, accessibility, and the ability for students to create and share cards. The conclusion reinforces that these technologies can engage students and enhance lesson plans.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is described as a way for teachers to communicate and stay updated. Finally, web flashcards are presented as a modern alternative to physical flashcards that allow students to study digitally on devices like phones and tablets. Benefits highlighted include accessibility, analytics of student study, and interactive lessons using a whiteboard.
Online resources, educational sites and portalstcc_joemarie
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
This document provides many suggestions for incorporating technology into the classroom to enhance student learning. It recommends using tools like YouTube, SmartBoards, Google Docs, blogs, podcasts and more to give students opportunities for collaboration, producing and sharing writing, and developing technology skills. Specific strategies include having students find online resources on authors, create digital stories and timelines, and use interactive tools for activities like comparing and contrasting. The goal is to leverage technology to improve communication, engage digital natives, and strengthen language arts skills.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
Icyte is a bookmarking site that allows students to save, annotate, and collaborate on research from any device. SAS Curriculum Pathways provides online lessons, activities, and resources across core subjects integrated with 21st century skills. Wordle creates graphic representations of the most frequently used words in a text, allowing students to analyze texts and speeches.
Icyte is a bookmarking site that allows students to save, annotate, and collaborate on research from any device. SAS Curriculum Pathways provides online lessons, tools, and resources across core subjects integrated with 21st century skills. Wordle creates graphic representations of the most frequent words in text, allowing analysis of passages and speeches.
This document discusses the use of various Web 2.0 tools for English language teaching. It begins by introducing the author's wiki containing samples and activities using these tools. The author then describes accounts created on 7 tools: Animoto, Edu.glogster, Goanimate, Slide, Voki, Pim.pam.pum.net, and Xtranormal. Four of these tools are discussed in more detail: Xtranormal for creating movies, Voki for speaking avatars, Slide for organizing photos, and Edu.glogster for creating online posters. Finally, 4 lesson plans are proposed using these tools to practice functions, introduce oneself, tell photo stories, and create health posters.
The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
SlideRocket is a cloud-based presentation app that allows users to easily create and access slideshows from any device. Glogster EDU is a tool to create online multimedia "posters" incorporating various elements. Prezi is a zoomable presentation software that allows mapping out entire lessons on one canvas.
This document provides information about several different web 2.0 tools that can be used in the classroom, including Quizlet, SnagFilms, PicLits, Glogster EDU, and PortaPortal. It describes what each tool is, how to get started using it, benefits for students and teachers, and any potential limitations. Examples and screenshots are provided for some of the tools. Overall, the document promotes these web 2.0 applications as engaging and effective ways to incorporate technology into lessons and assignments.
The document provides information on using various Internet tools and social media in the classroom, including blogs, wikis, Twitter, and Edmodo. It discusses how blogs allow for student writing, reading, and interaction, and notes several benefits of using blogs such as tracking student progress and motivating students. Twitter is presented as another tool that can be used for discussions, collaboration on projects, and coordinating assignments. Specific ideas are provided on how to use Twitter for activities like role plays, field trips, quizzes, and recapping classes. The document also briefly introduces wikis and the educational platform Edmodo.
The document provides information on several free online resources that can be used to integrate technology in the classroom, including websites for creating slideshows, word clouds, audio comments, comics, and more. Websites like Slideshare, Wordle and Voicethread allow sharing presentations, capturing key points, and collaborating across distances. Pixton and 4Teachers offer tools for creating comics and online lessons, quizzes and projects to engage students and support various subjects.
Thank you for sharing these resources. I appreciate you taking the time to compile and summarize this information to support English language learners.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and Google Earth to engage students, foster collaboration and critical thinking, and align with 21st century skills. The document also introduces various free Web 2.0 tools that can be used in the classroom, such as creating multimedia projects with Google Docs, Eduglogster and Bitstrips for Schools.
The document discusses strategies for integrating technology into K-12 education in a meaningful way. It recommends that teachers carefully plan technology use to enhance their teaching of core curriculum, rather than just adding tech for its own sake. It provides examples of using blogs, wikis, websites and tools like Google Earth and Google Docs to engage students, foster collaboration, and develop 21st century skills like searching for information, global citizenship, and communicating with an authentic audience.
This document discusses various web 2.0 tools that can be used in the classroom, including their purposes and benefits. It describes tools for file sharing like Dropbox, blogging platforms for teachers and students, Google apps for collaboration, comic creators, podcasting, Twitter, pinboards, poster makers, wikis, learning management platforms, note taking, grading, and planning tools. The goals of using these tools are to prepare students for the digital world, enhance learning through new forms of collaboration, and increase student engagement. Teachers can also benefit from tools that make planning and assessing easier.
This document discusses setting up a classroom blog site called Tyndall Park for students to post their writing. It provides instructions on logging into the blog site, changing passwords, and making posts. It then lists several benefits of having students blog, including motivating them to polish their writing for a real audience, allowing family to see their work, exploring media texts, introducing a new writing genre, and inspiring some students to start their own blogs and see themselves as writers. Security, privacy and copyright issues need to be considered when setting up a student blog.
Similar to Guide to Digital Tools for Deep Learning (20)
Swanage power point presentation (reduced)douglasgreig
Swanage beach experiences longshore drift that moves sediment from south to north. The Banjo Pier was built perpendicular to the beach to contain river runoff, but it also blocks sediment from reaching the northern beach area. As a result, the northern beach is now narrower and the cliff face there is more prone to landslips as sediment deposition has decreased since the pier was constructed. Groynes and sea walls have been installed to manage erosion issues.
This document discusses various coastal landforms and processes, their impacts on people, and methods for managing the coastline and tourist activities. It specifically describes rotational landsliding, longshore drift, and different hard and soft engineering options for reducing coastal erosion, including beach nourishment, groynes, riprap, and planting vegetation. It also addresses managing tourist access through designating protected areas, limiting visitor numbers, and building infrastructure like footpaths, fences, and visitors centers.
Savannah Problem Solving (Unit 2 2011)douglasgreig
Sustainable development is meeting the needs of the present without compromising the ability of future generations to meet their own needs, within the environmental limits of the planet. The document provides guidance for answering problem solving exercises, describing locations, interpreting maps and graphs, analyzing food webs, assessing options and proposals, and presenting ideas. It emphasizes giving clear reasons supported by evidence, generating complex links, and applying concepts like sustainable development.
The document discusses weather and climate. It defines weather as short-term atmospheric conditions over days or weeks involving factors like temperature and precipitation. Climate is defined as generalized conditions over 30+ years, averaging temperature and precipitation patterns. Weather involves changes in atmospheric conditions, while climate involves long-term changes.
Thermo Powder Presentation - Catalytic Learning Day 2014douglasgreig
Thermo-Powder is a washing powder that coats jeans with either citric acid or steel wool to provide an endothermic or exothermic reaction when combined with baking soda or exposure to oxygen. The company is seeking £30,000 of investment in return for 25% equity to expand production from 5,000 to 25,000 units per year and gain bulk material cost savings. Financial projections estimate profits of £20,000 in 2013, £35,000 in 2014, £90,000 in 2015, and £120,000 in 2016 from retail prices of £4.99 for the winter bottle and £5.99 for the summer bottle.
This document introduces the reading strategy of Reciprocal Reading. It involves four roles - Questioner, Clarifier, Predictor, and Summarizer - that students take on when reading in a group. The Questioner asks questions about the text, the Clarifier addresses any confusion, the Predictor anticipates what will happen next, and the Summarizer recaps the important details. The group leader assigns roles and keeps the discussion moving. Using these roles helps develop key reading comprehension skills like questioning, clarifying, predicting, and summarizing.
This document discusses key concepts related to changes in industry and landscapes over time:
- Industrialisation refers to the growth of industry in an area. De-industrialisation is the decline or loss of industry. Re-industrialisation is the revival or growth of industry after a period of decline.
- It provides examples of using map evidence to identify features and explain the location of industries like the Honda factory in Swindon. Both advantages like new jobs and infrastructure, and disadvantages like congestion and loss of green spaces are discussed.
- The impacts of de-industrialisation and the shift to knowledge-based industries are examined for places like Manchester and Swindon. Re-industrialisation
This document discusses important skills for the future world of work such as critical thinking, problem solving, creativity, collaboration, and communication. It also emphasizes developing a growth mindset and practicing good habits and skills like expressing own ideas, working in groups, finding solutions, self-motivation, and time management that can be used whenever and wherever one is learning. The document encourages reflecting on lessons and trying to use these skills and habits.
High pressure systems create clear, sunny weather as sinking air warms up, reducing condensation. Low pressure systems produce cloudy, rainy weather as rising air cools, allowing water vapor to condense into clouds. When warm and cold air meet, the denser cold air pushes under the less dense warm air, forcing it to rise and cool, creating clouds and potentially rain or snow if the air cools enough. As a depression passes overhead, it brings first a cold front with rain, then a warm sector with some showers, and finally a warm front with more widespread rain.
This document outlines the objectives and success criteria for a literacy focus fortnight on using punctuation for effect. The objectives are to use punctuation to affect clarity, purpose and effect in a range of sentence structures. Success criteria include vocabulary choices, sentence types, punctuation for effect, paragraphing and cohesion. A punctuation pyramid is also included, showing increasing levels of punctuation usage from basic punctuation to using a full range assuredly and accurately.
Meeting the needs of deaf students practical tips for teachersdouglasgreig
This document provides practical tips for teaching deaf students, including using clear communication, allowing extra processing time, keeping instructions simple, displaying key vocabulary, differentiating assignments, and collaborating with support staff. Simplified homework tasks and writing frames are suggested. Teachers are advised to speak directly to students, use visuals and recaps, modify assessments, and share resources and lesson plans with support staff.
Students should learn boundaries and respect through creative exploration to reach their potential, while adults create safe environments where students feel encouraged to develop their unique talents through challenging creative learning experiences. Adults and students work together so each individual can help support and challenge themselves.
This document discusses strategies for effective post-16 teaching. It suggests that strategies used successfully with KS4 students can also engage post-16 learners. An Ofsted report found that weaker post-16 teaching relies too heavily on teacher talk and lacks checks for student understanding. Successful post-16 teaching engages students through enthusiasm, high expectations, feedback to support improvement, teaching strategies tailored to individual needs, and developing independence. Effective lessons involve preparation, linking content, active student participation, and assessment to inform further lessons. The document encourages reflection on applying these strategies individually, within departments, and across the whole school.
Autism is a lifelong developmental disability that affects how a person communicates with and relates to other people and the world around them. It is a spectrum condition, so it affects people in different ways. Asperger syndrome is a form of autism.
Bloom's taxonomy categorizes levels of thinking skills from low to high order. Low order thinking includes remembering and comprehending information such as defining, listing, and describing. Higher order thinking involves applying knowledge to solve problems, analyzing by breaking ideas into parts, synthesizing parts into new wholes through creating or planning, and evaluating ideas or solutions through judging or critiquing. The highest level is evaluation.
The document outlines principles for developing questioning techniques to build students' thinking skills. It discusses using "big questions" that cannot be immediately solved to create cognitive conflict and exploring concepts through concrete examples and experiments before deriving abstract relationships. Teachers should encourage metacognition and reflection throughout and consider what background knowledge and preparation students will need to construct understanding of new concepts.
Tectonic Hazards Global Trends Overviewdouglasgreig
The document discusses trends in tectonic hazards such as earthquakes and volcanoes. It notes that the annual death toll from earthquakes has been higher in recent decades than in the last century, despite earthquake frequency remaining normal. Additionally, over 50-60 volcanoes erupt each year worldwide, and earthquakes cause the most deaths per event, killing over 495,000 people between 1988 and 2007. The economic costs of disasters have also risen over time.
The Grand Canyon in the United States was formed through the interaction of deposition, folding, weathering, erosion, and tectonic uplift over hundreds of millions of years. Sediments were deposited on the canyon floor when it was under a shallow ocean from 2 billion to 230 million years ago. Uplift began 65 million years ago, and a drop in sea level 5.3 million years ago caused the Colorado River to cut deeper through the rock layers, further eroding the canyon to its current depth by 1.2 million years ago. The landscape is the result of these geological and erosional forces acting over hundreds of millions of years.
What makes a good Unit 4 Essay Answer?douglasgreig
The document provides guidance on how to write a good A2 discursive essay on tectonic hazards. It recommends defining key terms in the introduction, explaining the context and importance of studying tectonic hazards. The introduction should also state the aim of the essay and outline case studies. The methodology section should explain how research was conducted, list reliable sources, and include a range of evidence. The analysis section should structure arguments for and against with points, evidence, explanation and links back to the title and case studies.
Transcript: Details of description part II: Describing images in practice - T...BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and slides: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threatsanupriti
In the rapidly evolving landscape of blockchain technology, the advent of quantum computing poses unprecedented challenges to traditional cryptographic methods. As quantum computing capabilities advance, the vulnerabilities of current cryptographic standards become increasingly apparent.
This presentation, "Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threats," explores the intersection of blockchain technology and quantum computing. It delves into the urgent need for resilient cryptographic solutions that can withstand the computational power of quantum adversaries.
Key topics covered include:
An overview of quantum computing and its implications for blockchain security.
Current cryptographic standards and their vulnerabilities in the face of quantum threats.
Emerging post-quantum cryptographic algorithms and their applicability to blockchain systems.
Case studies and real-world implications of quantum-resistant blockchain implementations.
Strategies for integrating post-quantum cryptography into existing blockchain frameworks.
Join us as we navigate the complexities of securing blockchain networks in a quantum-enabled future. Gain insights into the latest advancements and best practices for safeguarding data integrity and privacy in the era of quantum threats.
Sustainability requires ingenuity and stewardship. Did you know Pigging Solutions pigging systems help you achieve your sustainable manufacturing goals AND provide rapid return on investment.
How? Our systems recover over 99% of product in transfer piping. Recovering trapped product from transfer lines that would otherwise become flush-waste, means you can increase batch yields and eliminate flush waste. From raw materials to finished product, if you can pump it, we can pig it.
Interaction Latency: Square's User-Centric Mobile Performance MetricScyllaDB
Mobile performance metrics often take inspiration from the backend world and measure resource usage (CPU usage, memory usage, etc) and workload durations (how long a piece of code takes to run).
However, mobile apps are used by humans and the app performance directly impacts their experience, so we should primarily track user-centric mobile performance metrics. Following the lead of tech giants, the mobile industry at large is now adopting the tracking of app launch time and smoothness (jank during motion).
At Square, our customers spend most of their time in the app long after it's launched, and they don't scroll much, so app launch time and smoothness aren't critical metrics. What should we track instead?
This talk will introduce you to Interaction Latency, a user-centric mobile performance metric inspired from the Web Vital metric Interaction to Next Paint"" (web.dev/inp). We'll go over why apps need to track this, how to properly implement its tracking (it's tricky!), how to aggregate this metric and what thresholds you should target.
Performance Budgets for the Real World by Tammy EvertsScyllaDB
Performance budgets have been around for more than ten years. Over those years, we’ve learned a lot about what works, what doesn’t, and what we need to improve. In this session, Tammy revisits old assumptions about performance budgets and offers some new best practices. Topics include:
• Understanding performance budgets vs. performance goals
• Aligning budgets with user experience
• Pros and cons of Core Web Vitals
• How to stay on top of your budgets to fight regressions
Fluttercon 2024: Showing that you care about security - OpenSSF Scorecards fo...Chris Swan
Have you noticed the OpenSSF Scorecard badges on the official Dart and Flutter repos? It's Google's way of showing that they care about security. Practices such as pinning dependencies, branch protection, required reviews, continuous integration tests etc. are measured to provide a score and accompanying badge.
You can do the same for your projects, and this presentation will show you how, with an emphasis on the unique challenges that come up when working with Dart and Flutter.
The session will provide a walkthrough of the steps involved in securing a first repository, and then what it takes to repeat that process across an organization with multiple repos. It will also look at the ongoing maintenance involved once scorecards have been implemented, and how aspects of that maintenance can be better automated to minimize toil.
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This section will explore the time-consuming and error-prone nature of manually triaging security issues, including the difficulty of prioritizing vulnerabilities based on their actual risk to the organization. It will also discuss the challenges in determining ownership for remediation tasks, a process often complicated by cross-functional teams and microservices architectures. Additionally, the inefficiencies of manual checks within CI/CD gates will be examined, highlighting how they can delay deployments and introduce security risks.
Automating CI/CD Gates:
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Triaging Issues with Automation:
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Link to presentation recording and transcript: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Details of description part II: Describing images in practice - Tech Forum 2024
Guide to Digital Tools for Deep Learning
1. Blogging Tumblr Etherpad Facebook and Twitter Vocaroo Wallwisher Wordle Google Docs Google Earth Visual thesaurus Youtube Evaluation
2. Blogging What is it? Blogging is a powerful tool that allows people to share opinions ad reflections instantly, and add content incrementally over time. You can use blogs to: - Get students to practice using specialist language. Reflect on learning in class. Write episodic stories Keep in contact with penpals or foreign language students. Update with progress on a long term project, eg design project. How do I set up a blog? Go to www.blogspot.com Register the service using an email address. Choose a memorable and meaningful address for your blog. -Write your first blog post
3. Blogging in balance + Excellent way of sharing thoughts, reflections, extended writing, current projects, aspirations and social commentary with others. It’s very easy to do once you have set up a profile and chosen a theme or look for a blog. You can e-mail updates to your blog rather than logging in if you you’re in a hurry. - Blogs need to be updated and maintained regularly. Poorly written, spellchecked and formatted blogs reflect badly on the school community – make sure there are high expectations for outward facing sites. Many blogs are sources of opinion rather than fact. Do your students understand the difference?
4. Tumblr What is a Tumblr? Tumblr is similar to a blog, but allows a greater variety of media. Sometimes called ‘microblogging’, Tumblr is a halfway between blogging and a social networking site, like facebook How do I use it? Make a tumblr blog for your curriculum area/exchange trip/sports team/after school club. Update it with news/events. Get students to post homework tasks on their own tumblr. How do I set up a Tumblr Blog? Go to www.tumblr.com . Register the service using your email address. Choose a memorable and meaningful web address for your blog. Write your first blog post. Good examples at Tallis: http://tallisdrama.tumblr.com/ http://tallismusic.tumblr.com/ http://tallislab.tumblr.com/ http://tallisroyal.tumblr.com/
5. Tumblr in balance + It’s free to get an account. Most of year 8/9 should have a tumblr already from Tallis Lab. Students/teachers can assemble a great looking blog very easily, just using pre-built themes. You can search and connect with similar blogs / bloggers. Their updates will feed in to your own blog. It can be updated from mobile phones by text or email. - Tumblrs need to be maintained and updated with content in order for students to see the benefits of using them. Be aware that students will be able to search all of tumblr – some blogs out there contain some questionable content.
6. Etherpad Why should I use it? Imagine being able to write a word document together with up to 10 people at the same time. Etherpad allows collaborative document editing. It can be used in many ways: -Collaborative storywriting -Whole class feedback -Correcting / Marking work -Writing student markschemes Have a go at it here . How do I use it in class? -Go to www.etherpad.com and ‘set up a public pad’. This will give you a URL that you can share with students. They will be able to add, format and delete any text in the main window. Each person has a different colour that they edit with, so you can track changes. Recommend using www.tinyurl.com to shorten the URLS that etherpad produces.
7. Etherpad in balance + Incredibly powerful – seeing it work ‘live’ with multiple users is amazing . Allows tracking of edits that particular users have made using colours. Collaborative storywriting is a joy. Great for collaborative editing of docs for teachers could be used to refine a document like a DIP. - Etherpad requires a fast internet connection. The school wireless connection can’t always keep up with it. You have to share the EXACT URL that you get sent, otherwise students won’t be able to edit the document. (Use www.tinyurl.com to distribute it instead) The teacher needs to be on the ball, to track changes, and watch out for smart alecs.
9. Vocaroo What is it? Vocaroo is a quick and easy way to record audio through the microphone. When you have recorded, you can embed the audio file in your blog or tumblr. How do I use it? Go to www.vocaroo.com and click on ‘record sound’. Click ‘Stop recording’ You can play the file back using the play button. - Click on ‘Send to a a friend’ to email to anyone’ Even better, you can embed the vocaroo in a tumblr, blog or word document, wallwisher etc. How would students make use of it? Since you can record and share easily with vocaroo, students could: -Reflect on learning into the mic, and post it onto a blog, or their facebook. -Practice pronunciation of new vocabulary used in context.
10. Vocaroo in balance + Quick and really simple to use. Being able to embed the sound in a website is really useful. Has a wide range of uses. Students could record short stories, speak other languages, sing, or answer a homework question. - Sound Quality is LOW. It’s not great for music. Audioboo has better sound quality. Needs a microphone to work – many school desktop computers won’t have one.
11. Wallwisher What is it? Wallwisher is an online noticeboard that people can add sticky notes to. These sticky notes can be media-rich, and can have text How do I use it? -Go to www.wallwisher.com and click on ‘build wall’ -Choose a URL, background, name and picture for your wall, and add some instructions for students. -Share the web address with students and let it unfold! How would students make use of it? - Whole class feedback in a discussion. Documenting a design process. Homework tasks – ‘ Research Buckyballs and post your findings on wallwisher ’. Ask students to put statements on a spectrum from Strongly agree to strongly disagree and canvass opinion. Try this special example wall How has it been used already? http://www.wallwisher.com/wall/year13DNA http://www.wallwisher.com/wall/9pmtallislablearning http://www.wallwisher.com/wall/enthalpy
12. Wallwisher in balance + Free to sign up for and use. A good way of setting research homework (especially at A-Level) Produces useful multimedia-rich resources, and is a great way to share. Students can rate or organise stickies on the wall by position. - Older Browsers such as IE6 not supported. You may have to administrate the wall, and check for inappropriate language or content on the wall. Doing it with real sticky notes in a lesson is fun and gets kids moving about and thinking too.
13. Social Networking – Facebook and Twitter Facebook stops them from doing real work! Whilst Facebook is often a distraction for students, you can get them to use it in the context of learning. Bear in mind that adding students as friends to your own personal account is professionally questionable. Businesses and charities have facebook profiles too – they can be a good source of information for research. It’s ubiquitous – How many people do you know who don’t use facebook? Twitter is social networking reduced to a bare minimum. It is a site that lets you post 140 character updates to a website, that is broadcast to the world. It’s a great way to share updates and network with other people, as you can follow users with similar interests. Twitter is updated instantly, and can be search, so it is a great way of finding current trends/news/opinions in real time, faster than news networks can.
14. How can I use social networking for learning? Facebook -Students can set up common interest groups between themselves, and test public opinion. -Students can collaborate online sharing photos or using the chat options. -Get students to ask questions in their status updates, or put them in another language. Twitter -Get students to ‘tweet’ in character if they are studying texts. -Get students to ask questions via twitter. -Get students to follow interesting people. http://twitter.com/SamuelPepys http://twitter.com/BARACKOBAMA http://twitter.com/BBCNews http://twitter.com/_Steviewonder Beware! Both of these are outward-facing sites. Preserve your students anonymity where possible. They will be able to be contacted by any members of the public if they set up public groups/twitter accounts. And they will be able to see any shared information. The internet public tend to be weird and opinionated, and may post /inappropriate things onto their profiles.
15. Wordle What is a flipping Wordle? It’s a website that takes a bunch of words that you paste into a box, and generates a beautiful word cloud from the text. You can edit the look of your wordle afterwards. http://www.wordle.net/create How could I use it in class? Analyse different texts for vocabulary usage. Paste a student’s story and look at their use of connectives. Compare different authors’ use of language. Students make word clouds of skills used. Catalogue new vocabulary learned in a module.
16. Wordle in balance + Free, quick and easy to make a wordle. Allows students of all ability to generate incredible pieces of word-art. Gives you a lot of control over how your wordle is generated/coloured. Versatile – it has applications across all curriculum areas. - It’s not simple to get an image of a wordle without taking screen grabs and pasting them into photoshop. Computers need to have java installed (most of the school ones do now). It doesn’t automatically check spellings.
17. Google Docs What is it? It’s a way of editing, storing and sharing documents online, without the need for MS Office software. Why bother when I have Office Already? -It’s free, and can be accessed from anywhere you have a internet connection. -You can share documents without e-mailing them -Many people can edit the same document at the same time . http://docs.google.com/
18. Ways to use Google Documents How can we make the best use of it? You and your students will need a free login Sharing – Google docs makes it incredibly easy to share documents with others, and let them collaborate at the same time. Questionnaires or Forms – These are easy to set up and students can quickly share them in order to gather opinions quickly from a wide range of people. Online Storage Google docs lets you upload any type of document. Use it like an online hard-drive, and get students to do the same – No more ‘forgot my usb’ moments! What kinds of documents can you create? - Word documents - Questionnaires - Presentations -Spreadsheets Try editing this story here to get a feel for how it works.
19. Google docs in balance + It’s free to get an account. You can import existing MS Office/iwork documents straight into google docs. It makes collaborating on documents easy to do. You/Students can use it as a online hard drive and store ~1GB online. All students in year 8 and 9 will already have a google docs account from Tallis Lab that they can use. - No internet connection = No access to documents. Forgotten passwords = No access to documents.
20. Google Earth What is it? A tool that lets you fly around 3D satellite imagery of Earth, as well as the surface of the moon, and the constellations in the sky. How could we use it in class? Students can familiarise themselves with a place for location-based work. Go on virtual ‘holidays’ to different countries. Students can record their own tours and add audio, pictures and video to them. Follow a travelogue or travellers diary. Attach photos, audio, stories to placemarks for field trips, school journeys, sports days etc. Where do I get it? Download it from http://earth.google.com Install it on your computer and use the search bar to find things. You can search by keyword, postcode, latitude and longitude. Try this for storytelling Try this for tours.
21. Google Earth in balance + Incredible visual stimulus for lessons. A real ice breaker and discussion generator. New tools for recording audio and annotating tours in Google Earth mean that it’s a powerful way of making media-rich maps. The various data layers are an excellent information resource for all sorts of work. - Google Earth isn’t yet installed on most of the school computers. It needs a fast data connection in order to stream the data. Mini laptops can run Google Earth, but most of the school eeePCs won’t.
23. Visual Thesaurus What is it? Just like a thesaurus, but it shows connected words in a web, so it’s a way of visualising how words are connected together, and how they are grouped. How do I use it? -In MFL to find related words in a different language. -Get students to find suitable replacements for a verb in a piece of work. -Students can search it for word meanings as well. -You can print out the webs so students can include them in workbooks, portfolios. How do I search it? Use the search bar. As a standalone resource, Visual thesaurus can be searched in English, French, German and Spanish for related words. The Visual Thesaurus toolbar can be added simply to igoogle, or a widget can be embedded on a blog or homepage.
24. Youtube What is it? I’m sure you already know how to search youtube . How do I use it? -Search it for relevant videos to a particular topic in class or get students to find related videos for homework assignments. Even better Get students to make their own films and upload them to a youtube channel. -Make a departmental login. Film students. Upload films and share. See what can be done Youtube Tips Tag your videos with keywords when uploading to make finding them easier Watch videos before searching in lessons! YouTube comments can be banal, offensive, and even racist. Make you moderate or disallow commenting. Check you have parental permission before uploading videos of students.
25. Alright - Stop, Evaluate and Listen! What did you think of the session? In order to give your opinion of how useful this session was, please complete this quick questionnaire (made in google docs) Go to http://www.wordle.net/create Create a wordle of adjectives that you would use to describe this session.