This document discusses using iPads in education. It begins with an introduction to iPad fluency - moving from being skilled at using basic iPad functions, to being literate in using specific apps for tasks, to fluency where skills are unconscious and tasks are effortlessly combined. Sections provide tips for getting to know the iPad, increasing app knowledge through sources of new app information, apps for specific tasks like reading, multimedia, collaboration and creation. Apps are categorized for teaching different subject areas and cognitive skill levels based on Bloom's taxonomy. The document emphasizes that iPads provide ubiquitous access to information and resources for students, and their intuitive interface allows all students to access technology.
This document discusses using iPads to promote literacy and oral language skills. It provides an overview of several apps that can be used for creating, sharing, and consuming digital content. These include apps for audio recording, photography, video recording, reading ebooks, comic making, screen recording, and blogging. Links are included for additional tutorials and resources on setting up iPads and integrating technology using models like SAMR. The document also provides attribution for the author and their website with more iPad app recommendations.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
The presentation describes how the iPad can transform learning in a primary school classroom. It is changing the way we are able to help children learn- doing new things in new ways.
25 benefits of using an ipad in the classroomDavid Gillon
Using an iPad in the classroom can have several benefits for both your students and you. The ideas in this presentation are designed to help you teach creative lessons using the device.
The document discusses the benefits of using an iPad for educational purposes. It lists five NETS standards that iPads can help meet related to student learning, digital experiences, modeling digital work, digital citizenship, and professional growth. It then describes several apps like iTunes, iAnnotate, SplashTop, Penultimate, and Evernote that teachers can use on iPads to facilitate annotation, control computers remotely, take notes, and organize information.
Let's Create! Using iPad Apps & Common Core to Create Digital Contentkswitzer
The document discusses using iPad apps to create digital content and how they align with Common Core standards. It provides examples of apps for blogging, storytelling, coding, math, music, note taking, movie making, audio recording, STEM, QR codes, books, classroom management, and explaining concepts. The document encourages connecting the use of apps to how and why they support understanding and meeting Common Core standards through activities like digital stories, presentations, audio/video recording and editing, and blogging. Resources for finding education apps are also included.
Transforming learning with an iPad updated Oct 2012CORE Education
iPads can transform learning by making it more engaging, motivating, and personalized. They allow for hands-on, immersive learning experiences that can be accessed flexibly. With every student having an iPad, learning can be tailored to each individual. A wide variety of apps exist to illuminate concepts, organize information, access media, monitor progress, and differentiate instruction. These apps encourage creativity, collaboration, and mobility in learning.
New Teacher Academy all Secondary- Instructional Media 2014-2015shthornt
This document provides an overview and instructions for new teachers in the GPISD school district. It includes:
1. Information on setting up backchannels, showing videos in class, and logging into laptops and instructional programs.
2. Reminders about using personal email accounts for social media and getting approval to show videos for lessons.
3. Details on professional development and appraisal systems, technology support, and resetting passwords.
4. Descriptions of educational software, online resources, and iPad/mobile device policies for teachers.
58 interesting ways to use an i pad in the classroom.Rene Torres Visso
This document lists 38 ways to use an iPad in the classroom and provides brief descriptions and links for each one. Some examples include using apps to make music, read ebooks, practice letter formations, paint and draw, take notes, and control presentations. Other tips discuss using apps for math practice, dictation, video projection, keeping notes with Evernote, and using Dropbox to transfer files between devices.
Integrating iPads into the special ed classroomSpectronics
This document provides an overview of iPad gestures and tips for organizing apps. It includes gestures for closing apps with a five finger pinch, switching between apps with a four finger swipe up, and moving left and right between apps with four finger swipes. Tips are provided for holding and jiggling apps to rearrange on the home screen, putting apps into folders, renaming folders, and deleting apps. The document also discusses using accessories to access the iPad and considerations for selecting educational apps, including curriculum connection, authenticity, feedback, differentiation, and user friendliness.
The document discusses various ways that iPads and educational apps can be used in the classroom. Key points include:
1) Students can project their iPad screens to share their work with the class or get step-by-step directions.
2) Photos and videos captured on iPads during activities can be uploaded and annotated to document findings and lab results.
3) Educational apps allow students to conduct research, take quizzes, and collaborate on projects in an interactive digital format.
Treasure Hunts at the Library: Raiders of the Lost (AR)kTheILC
This document describes how to create an augmented reality scavenger hunt for library instruction using two apps, Aurasma and Padlet. Students are divided into groups and each group is given an iPad. They follow a map of stops in the library, where they use the Aurasma app to scan trigger images that reveal overlay content about library resources. Padlet allows groups to submit answers. The activity can engage students and show them the library is a fun place to learn. Variations include making it self-guided or using it for extra credit.
This document discusses the experiences of two teachers, Jamie Stoeckly and Laura Veglahn, in implementing iPads in their 4th and 5th grade classrooms. They have 30 iPads for individual student use, 25 for small reading groups, and other devices. They describe the timeline of the iPad rollout starting in 2011 and share positive feedback from students on how iPads have enhanced their learning. The rest of the document recommends various reading, writing, vocabulary and fluency apps that teachers can use on iPads to engage students and maximize learning.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
The document discusses using iPod touches for mobile learning and provides tips for using various apps. It includes a quick quiz about common iPod apps and their icons. It also lists learning theories, Bloom's Digital Taxonomy, tips for using features like photos and voice recordings, and resources for finding more mobile learning apps and information.
The document discusses using iPod touches for mobile learning and provides tips for using various apps. It includes a quick quiz about common iPod apps and their icons. It also lists learning theories, Bloom's Digital Taxonomy, tips for using features like photos and voice recordings, and resources for finding more mobile learning apps and information.
Join us as we host iPad Academy for the Beginner! Part 3! Integrating iPads into your curriculum is easier than ever - it's just about knowing where to start and how to find the good stuff! In our sessions, we will start with the basics, then move on to how it can improve your productivity and effectively improve student learning. Each session will focus on one particular area: Getting to Know Your iPad & Productivity Tools; Communication & Collaboration Tools; and Curation & Creation Tools. You'll be shown how to use the apps in practical ways at a pace that is right for you! You can feel comfortable knowing that when you walk away from this academy, you will be armed with a toolbox of resources and skills to help foster creativity and increase student learning. Look forward to an Advanced iPad Academy in Spring 2015!
Internet, Email, Operating System Concepts2Nisa Peek
This document covers several topics related to internet, email, and operating systems concepts. It discusses file operations, acceptable usage policies, privacy issues with email, copyright issues, web 2.0 tools, search engines, accessibility for special needs students, and productivity tools such as Word, Excel, PowerPoint, and databases. The document provides an overview of key terms and considerations for each topic in bullet point lists.
Hacking Homework - AR triggered by GPS locations, tactile objects or printBrendan O'Keefe
The idea for Hacking Homework came from two experiences I had in early 2012.
First was my teenage daughter with her continued poor homework experiences and second was when I began to really think about incorporating Augmented Reality into school environments with the idea that learning opportunities could use location based technologies and AR to connect to the real world spaces.
Last year I attended AR camp in Canberra Australia and this is where I solidified my ideas into something I believe can work for many teachers.
Why Hack Homework?
Homework happens outside of school so this works for students and teachers with no BYOD policy for students. Students can use their own devices and local areas to access this new way of connecting with learning outside the classroom.
Homework is in dire need of reinvention and the 'Flipped Classroom' model is ideal for this kind of treatment. Recent technology and accessibility to it means most students have access to a smart phone, tablet, iPad or iPod touch.
AR is now available for most all mobile devices and suited for bundling rich media online content.
I believe homework bundles can be placed virtually in public spaces or around a school to further engage students in movement, technology fueled quests and learning trails.
Homework bundles can be triggered by GPS locations, tactile objects or printed materials with reference images or QR codes.
The document discusses ways that teachers can integrate technology into classroom instruction. It provides examples of how teachers can use technology to simplify tasks like creating gradebooks, schedules, and checklists. It also gives examples of software and online tools that can be used for activities in different subject areas like math, language arts, social studies, and science. Resources are provided for online teaching tools, lesson plans, projects, and search engines to help teachers incorporate technology.
This document provides an overview of an iPad training session presented by Joquetta Johnson. It begins with Johnson introducing herself and her experience and credentials. The agenda for the session is then outlined, covering getting to know the iPad, tips and tricks, accessories, and teaching and learning apps. Recommended apps are listed in various categories. The session concludes with Johnson providing her contact information and digital footprint.
This document provides an overview of using iPads in the classroom presented by Nancy Caramanico, an education technology specialist. It discusses exploring education apps, effective classroom technology integration, and showcases various app categories including basics, curation, communication, creativity, and flipped classroom. Productivity apps like Evernote and pages are presented for note-taking and collaboration. Guidelines for evaluating apps are shared. The document emphasizes how mobile technologies can enhance learning through communication, critical thinking, and digital content creation.
This document discusses the benefits of using iPads in the classroom. It notes that iPads provide ubiquitous access to technology, which is essential for 21st century learning. They inspire creativity and hands-on learning, allow for interactive content and personalized learning. Additional benefits include engaging students, supporting a variety of learning styles through Universal Design for Learning principles, and preparing students for 21st century skills. Some challenges of using iPads like lack of CD/USB ports, cloud storage needs, and no physical keyboard can be addressed through accessories and workarounds. The document advocates that iPads are a change agent that can transform classrooms by better connecting with today's digital students.
This presentation discusses various ICT tools that can aid communication and collaboration in a school environment. It provides an overview of tools for online noticeboards, bookmarking, mind mapping, file sharing, video conferencing, and more. Many of the tools highlighted allow for real-time collaboration between colleagues and students.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
This document provides an overview of various Web 2.0 tools that can be used to engage students in the classroom, including Google tools, screencasting, wikis, blogs, social networking, social bookmarking, Glogster, Slideshare, Wordle, photo tools, Prezi, and Voicethread. It discusses benefits like publishing work online improving quality and collaboration, and considerations like applications changing or privacy. The key priorities are choosing the right tool for learning objectives and not using technology just for its own sake.
The document discusses various uses of technology for teaching and professional development. It provides examples of how Web 2.0 tools, iPad apps, blogs, and other technologies can be implemented in the classroom and lists specific tools the presenter uses, including iMovie, Book Creator, Dropbox, Twitter, and more. The document also addresses issues around the integration of technology in education and maintaining online safety and etiquette.
This document discusses the benefits of using iPads in the classroom. It notes that students can see learning gains from as little as 20 minutes of iPad study per day. The bottom line is that iPads make a difference in improving learning outcomes. The document then provides examples of educational apps that can be used for student engagement, submitting and grading assignments, taking notes, sharing lectures, assessing student understanding, and projecting lessons. It also discusses how apps can support different learning styles and subjects like social studies. Overall, the document advocates for using iPads in the classroom by highlighting their educational benefits and providing examples of useful apps.
This document provides an overview of a seminar on making effective use of iPads and other digital tools in school library media programs. It discusses different levels of iPad fluency - being skilled, literate, and fluent - and provides examples of what users at each level know how to do. The seminar leader encourages participants not to stress and emphasizes that everyone is at a different level. Participants are told to view the session as a smorgasbord where they can sample iPad apps and resources. The document also includes several quotes about the importance of using technology tools to foster 21st century skills and not limiting thinking.
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
The document provides an agenda and overview for a presentation on using iPads in inclusive classrooms. The presentation covers choosing appropriate apps, exploring apps through task challenges, and examples of iPads being used in different subject areas like science, social studies, language arts, and math. Specific apps that are highlighted include Sticky Notes, Book Creator, Notability, Popplet, Educreations, and Animoto. The goal is to make differences in learning ordinary and provide options that engage diverse students.
This document discusses launching a 1:1 iPad program at a school. It outlines reasons for implementing such a program, including creating a 21st century learning environment and augmenting the curriculum. It discusses positives of using iPads for education such as accessibility, mobility, and available educational apps. The document also covers practical considerations for implementation like wireless performance, insurance, app management, professional development, and pricing. It provides steps for rolling out an iPad program and developing supportive policies and procedures.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
Using iPads for Adult Learners CAACE 2015Cathybosco
1) The document discusses using iPads in the adult classroom and provides resources for finding apps to enhance learning.
2) Some recommended apps include Goodnotes for annotating texts collaboratively, Educreations for "flipping" the classroom by recording lessons, and Newsela for accessing leveled non-fiction articles.
3) The document encourages teachers to explore different apps to increase their comfort with technology and to start small when integrating iPads into lessons.
The document outlines an agenda for a workshop on using iPads in education. It includes sessions on getting to know the iPad, exploring education apps, and a scavenger hunt activity. It also provides information on the different iPad models and their features. Several pros and cons of using iPads in education are discussed. Examples of apps are provided for different educational purposes like content delivery, creativity, and productivity. Resources for finding more education apps and continuing professional development are listed at the end.
Some ideas and practical tips for teaching in a 1:1/laptop school. This is the 2010 version of this presentation: http://www.slideshare.net/stevekatz/middle-school-laptops
http://www.stevenkatz.com/
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
Accessibility tools iste inclusive learning playground 2016 - when just mak...Jennifer Edge-Savage
The document discusses assistive technology (AT) tools that can help ensure all learners have access to digital content and engagement. It defines AT and provides examples, such as text-to-speech, speech-to-text, and tools that allow for multiple means of representation, expression, and engagement. The document emphasizes that both AT and universal design for learning (UDL) are needed to support individual students' needs and make learning accessible and flexible for all. It concludes by listing top AT/UDL tools and resources for further exploration.
Similar to iPadology -It's All About Your App-titude! (20)
The document provides information for math students on how the school library can support their success in math class. It encourages students to create a PaperSlide video demonstrating their understanding of a mathematical concept. It provides resources for students to access a rubric, storyboard, and YouTube examples from the library website. It also includes prompts for students to reflect on what they learned, how they can apply it, and any questions they have.
This document discusses using evidence-based practice (EBP) for school librarians. EBP uses research evidence to shape library programs and demonstrate their impact on student achievement. It presents a framework for EBP with three components: evidence for practice (research supporting best practices), evidence in practice (librarian expertise applying practices), and evidence of practice (data on student learning outcomes). The document provides resources for school librarians to develop EBP strategies, gather evidence, and share results to defend their programs.
The document is an agenda for a lesson on women's history month that includes analyzing texts to create and support a claim about the role of women. It includes links to speeches by Sojourner Truth and Queen Latifah to examine their claims about women's rights. Students are prompted to reflect on the texts using prompts about adjectives, emotions, interesting things, and questions. The lesson aims to have students understand the authors' arguments and reflect on how the texts made them feel.
The document provides information for math students about how the school library can support their success in math class. It encourages students to create a PaperSlide video demonstrating their understanding of a mathematical concept. It provides resources for students to find rubrics and storyboards for their video assignments on the library's website. It also includes prompts for students to reflect on their learning using adjectives, emotions, interesting things, surprises, and questions.
Byte at the Core: Using Technology to Support the Common CoreJoquetta Johnson
1) The document discusses how technology can support Common Core standards and skills like conducting research to answer questions, analyzing a variety of print and digital texts, and using technology thoughtfully to enhance reading, writing, speaking and listening.
2) It provides examples of free and paid digital tools and apps that can help teach vocabulary and literacy skills, including Quizlet, VocabAhead, Newsela, Flocabulary, Visual Thesaurus, and VocabGrabber.
3) The presentation recommends using technology to accelerate connections between communication modalities and support complex texts as required by Common Core.
1) Joquetta "The Digital D.I.V.A." Johnson presented on using digital tools and resources to improve student vocabulary and writing skills.
2) Students used tools like VocabAhead, Edmodo, PowToon, and GoAnimate4Schools to select SAT vocabulary, collaborate on stories, and create videos.
3) Students reflected on their learning and the process of incorporating new vocabulary into stories using tools like Flip cameras, iPads, and YouTube to record and share their work.
This document summarizes Joquetta Johnson's presentation on using digital tools and apps to support vocabulary development and writing in the classroom. It provides an overview of free and paid apps like Quizlet, PowToon, GoAnimate4Schools, and Flocabulary that can be used for vocabulary learning and student projects. Examples are given of a student project where teams used VocabAhead to select SAT words and created paper slide videos telling stories using the words. The document also lists Johnson's online presence and resources for continuing professional development.
Byte at the Core; Technology to Support the Common CoreJoquetta Johnson
This document discusses how technology can support the Common Core standards. It provides several quotes highlighting how the Common Core emphasizes students' ability to conduct research and analyze a variety of print and digital texts. Another quote notes that career and college ready students can use technology thoughtfully to enhance their communication skills. The document recommends several free and paid apps and websites such as Quizlet, VocabAhead, and Flocabulary that teachers can use to help students develop vocabulary. It also provides examples of lesson plans and student projects using different technologies.
This document discusses apps that can help improve vocabulary. It provides a table comparing several vocabulary apps, listing whether they are free or have fees. The document then discusses some lesson ideas for using vocabulary apps in the classroom, including student interactives and producing work using cellphone apps. Examples are given of student projects where they used digital tools like Edmodo, Flip cameras and iPads to create videos reflecting on vocabulary words and the writing process.
This document summarizes Joquetta "The Digital Diva" Johnson's presentation on satisfying hunger for technology and the Common Core. The presentation discusses how the Common Core requires students to conduct research, analyze a variety of print and non-print texts, and use technology thoughtfully to enhance reading, writing, speaking, listening and language skills. It provides links to resources like apps, websites and tutorials that teachers and students can use to develop vocabulary and digital literacy skills aligned with Common Core standards. Examples are given of how students used various digital tools and platforms like Edmodo, Flip cameras and iPads in school projects.
This document discusses apps that can be used to improve vocabulary. It begins by explaining how important vocabulary is for communication. It then lists several free and paid vocabulary apps such as Quizlet, Vocabulary, and Visual Thesaurus. Students are described using the VocabAhead app to select SAT words to include in a story, which they wrote and recorded as a "paper slide video." The project involved teamwork and used additional apps and tools like Edmodo, Flip cameras, and YouTube. In conclusion, the document promotes building vocabulary skills and provides resources for teachers.
This document provides an agenda for a technology conference focusing on the use of iPads in school library media programs. The conference will include sessions on becoming skilled, literate, and fluent with iPads, demonstrating specific tasks and apps at each level. Attendees will have opportunities to try out recommended apps and resources through interactive sessions and discussions. The goal is to help educators explore digital tools and applications that can support teaching, learning, and leadership in the 21st century.
This document provides an overview of using Google Apps to enhance learning environments. It discusses how Google's mission is to organize information and make it accessible. It then explains the differences between Google accounts, Gmail accounts, and Google Apps accounts. The document encourages evaluating Chrome web apps to write reviews and sharing recommendations. It also lists several Google tools and resources for education, including Google Drive, Google+, YouTube Edu, and Google Sites. Overall, the document aims to showcase how Google Apps can be used to connect, collaborate, and empower student learning.
This document provides information about using Google tools in educational environments. It begins with an introduction from Joquetta "The Digital Diva" Johnson, a library media specialist. The document then discusses various Google products like Google Drive, Google Apps, and how they can be used to organize information, collaborate, and integrate technology into classroom instruction. It provides various resources and links for using Google tools in education.
This document discusses the need for teachers to educate students in the "iGeneration" by embracing technology and digital media. It emphasizes that teachers must understand how students use digital tools and social media so they can help students learn online. Additionally, it stresses that teachers should make learning engaging by incorporating high-quality videos, games and interactive materials into their lessons. The document advocates for student-centered learning and tailoring instruction to individual students' needs and interests.
The document introduces LiveBinders, an online tool for creating binders and ePortfolios. It explains that teachers can use LiveBinders to construct an ePortfolio documenting artifacts related to the four domains of the Danielson Framework for Teaching. The document provides instructions on how to get started with a LiveBinders account, search for an existing binder template on the Danielson Framework, and edit the binder title and author name. URLs are included for LiveBinders tutorials and a Danielson Framework template.
The document describes Joquetta Johnson, a library media specialist, introducing her students to creating paper slide videos. It discusses the tools and resources used in the project, including Edmodo for collaboration, Flip cameras and iPads for recording reflections, and YouTube for introducing the paper slide video concept and posting final videos. It also includes a video showing the first group of students working on a paper slide video project using a story map and script.
This document provides an overview of digital curation tools and strategies. It discusses how curation involves discovering, organizing, and sharing relevant online content. Several specific tools are mentioned, including Diigo, Scoop.it, Pinterest, YouTube, and Twitter. The goal is to help educators learn how to effectively curate and share digital resources.
The word “Gymnosperm” comes from the Greek words “gymnos”(naked) and “sperma”(seed), hence known as “Naked seeds.” Gymnosperms are the seed-producing plants, but unlike angiosperms, they produce seeds without fruits. These plants develop on the surface of scales or leaves, or at the end of stalks forming a cone-like structure.
How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
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.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
5. Introduction – New to iPads?
Share Session
Getting to Know Your iPad
Work Session
Tips & Tricks for Using the iPad
Share Session
Teaching & Learning: Apps by Category
Share Session
6. There's an old
Wayne Gretzky
quote that I love. 'I
skate to where the
puck is going to be,
not where it has
been.' And we've
always tried to do
that at Apple.
7. Ubiquitous Access to Technology
Underscores the essential role technology
plays in 21st century life and work and,
consequently, the role that it must play in
learning. Students and educators need
24 / 7 access to information, resources, and
technologies that engage and empower
them to do background research,
information and resource gathering, and
data analysis, to publish with multiple media
types to wide and varied audiences, to
communicate with peers and experts, and to
gain experience and expertise in
collaborative work.
http://ali.apple.com/acot2/principles/
9. Skilled
ability to do something well:
the ability to do something
well, usually gained through
training or experience
http://www.bing.com/Dictionary
10. A SKILLED iPad User Knows how to…
take screenshots
substitute tasks they used to doing on
their laptop
upload and sync images and documents
organize apps into folders
search for, open, close, multi-task
type, copy/paste, edit text, etc.
http://langwitches.org/blog/2011/06/11/ipad-fluency/
11. Literate
To be literate means to have
knowledge or competence
21st Century Fluency Project
To have to think about what
you are going to do next
Ian Jukes
12. A Literate iPad User - finds and uses specific apps to…
manipulate and edit images and video
read books and documents, allow
annotations, share highlights
aggregate and read my RSS feeds
organize and access files
brainstorm and mindmap
tweet, blog and facebook
take notes
create presentations, graphs, flyers, etc.
http://langwitches.org/blog/2011/06/11/ipad-fluen
13. Fluency
Fluent
To be fluent is to demonstrate
mastery and to do so
unconsciously and smoothly
21st Century Fluency Project
Are unconscious skills, you just
know what to do next Ian Jukes
14. A Fluent iPad User Knows how to…
connect tasks effortless together (ex. creating
and editing a video, then uploading, embedding and
disseminating on several platforms)
create and then being able to communicate -
the ability to create and communicate your creation is one of the main
characteristics of fluency
read in a RSS Reader and seamlessly
disseminate links to Twitter, Facebook and
other social bookmarking service
not rely on a laptop as a “translator” to
convert a file, remix files, upload files…
http://langwitches.org/blog/2011/06/11/ipad-fluency/
16. “Use technology, including the
Internet, to produce and publish
writing and to interact and
collaborate with others.” CCR.W.6
http://www.convergemag.com/policy/Technology-Permeates-Common-Core-Standards.html
17. http://www.slideshare.net/Lebarone/how-to-use-ipads-in-the-classroom
Why is the iPad
so suited for
student use?
•Children think with their fingers. The iPad is an intuitive
interface that allows users of all abilities to access the
technology to it's fullest.
•Affordability- with so many apps being available for $.99
teachers are empowered to acquire, explore and provide
diverse and current software for their students.
•Universal Design- Everyone benefits from using an iPad.
When using it to foster independence in the school and
broader community, students not only want to but are able
to without standing out from their peers.
18. Universal Design for Learning
is a set of principles for curriculum
development that give all individuals
equal opportunities to learn.
UDL provides a blueprint for creating
instructional goals, methods, materials,
and assessments that work for
everyone--not a single, one-size-fits-all
solution but rather flexible approaches
that can be customized and adjusted
for individual needs.
http://www.udlcenter.org/aboutudl/udltechnology
19. Why iPad? –
Thoughts
From the
EdTechTeacher
Team
20. …the ability to create and manage digital
content with and for the iPad, the role of
the teacher has the potential to change.
Schools are starting to see these devices
as change agents simply because they
provide educators with an easy tool
through which they can attempt to
transform their classes. With iPads, it’s
possible to re-invision the role of the
teacher to be less of a coach and more of
a curator of information.
http://edtechteacher.org/blog/2012/04/why-ipad-thoughts-from-the-edtechteacher-team/
21. The device shouldn’t be looked at as a
computer, because it isn’t…
it is more than that.
Mobile recording device (audio & video)
Editing device (audio, video, images & text)
Publishing platform (blogs, websites, video,
audio and screencasts to YouTube)
Digital Notebook
Digital Research Platform
http://edtechteacher.org/blog/2012/04/why-ipad-thoughts-from-the-edtechteacher-team/
22. The iPad is instant. You can use the iPad for 10
minutes in class, slide it under your chair for a
discussion, pop it back open again. You can fit
a book or piece of paper and an iPad on a
desk. It doesn’t block your view of someone’s
face. If you plug them in the night before, they
will last all day.
These things may seem trivial, but teaching is
in many ways a battle against time and tablets
allow much more seamless transition between
tech-on and tech-off activities.
http://edtechteacher.org/blog/2012/04/why-ipad-thoughts-from-the-edtechteacher-team/
36. K-12
•Florida Dept of Ed.
•Goochland County Schools(VA)
• Maine Dept. of Ed.
•Iona Prep
University & College
•Harvard
•Yale
•MIT
•Columbia Beyond College
•Apple Distinguished Educator
•Common Sense Media
•Edutopia
•Khan Academy
•Library of Congress
37. Podcasts
Discovery Networks
PBS
CNN Student News
Teachers Teaching Teachers
Make Your Own Audiocasts
Audioboo
SoundCloud
iTunes U
TechTalk4Teachers
K-12 Education Reform
Apps for the Classroom
Classroom 2.0
38. iTunes U
Dropbox
iBooks
Qrafter or QrafterPro ($)
Common Core
UDL
79. My Contact Info
Joquetta “The Digital Diva" Johnson
Pikesville HS
Baltimore County Public Schools
410-887-1231
jjohnson@bcps.org
My Digital Footprint
www.joquettajohnson.com
www.twitter.com/accordin2jo
http://www.youtube.com/user/accordin2jo
http://www.diigo.com/list/accordin2jo
http://www.slideshare.net/accordin2jo
http://www.scoop.it/u/joquettajohnson
Skype: accordin2jo
80. itunes http://cdn1.afterdawn.fi/v3/news/itunes_u.jpg
iTunes Podcast http://internetadvertisinginstitute.net/wordpress/wp-content/uploads/2010/08/itunes-podcast.png
Ipad template http://www.indiatalkies.com/images/ipad534191.png
Guy with ipad http://www.poynter.org/wp-content/uploads/2011/04/ted_dark.jpg
Kitten hug http://tinyurl.com/6u7mwu3
iPad template horizontal http://audionotepadapp.com/en/template_files/ipad_template.png
App screen http://www.cultofmac.com/158096/be-a-savvy-app-shopper-tips-for-getting-apps-for-less/
App Store http://www.freeiconsweb.com/Icons-show/mac_app_store_icon/MacAppStore.png