This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
This document provides an overview of how student cell phones can be connected to classroom instruction. It discusses various projects and tools that teachers have used including recording podcasts on field trips, documenting lab activities by taking photos and posting them online, translating texts into "text speak", creating mobile novels, and more. Questions that commonly come up around the use of cell phones in schools are addressed. A range of free resources and platforms that can be used are also listed and described.
This document discusses various ways that cell phones can be integrated into classroom instruction. It begins by noting the high percentage of students who own cell phones and have access to the internet. It then provides examples of projects where students have used cell phones to document field trips, conduct oral exams, take notes, blog photos, send text alerts, and more. Guidelines are presented for developing cell phone policies and ensuring their safe and appropriate use in educational settings. The document advocates starting small by surveying students and having optional mobile assignments before fully integrating cell phones into the classroom.
This document provides an overview of strategies for connecting student cell phones to classroom instruction. It begins by outlining arguments in favor of using students' cell phones, such as nearly universal ownership among students and the ability to learn collaboratively and anywhere. The document then describes several specific projects and tools teachers have used, such as mobile podcasting, text message alerts and surveys, photo blogging, and mobile note-taking. It emphasizes the importance of setting clear rules and guidelines around cell phone use and digital safety. The summary concludes by advising teachers to start small with optional outside-of-class projects and focus on what they are personally comfortable with.
The document discusses five hot topics in technology that are important for student affairs practitioners to address: virtual worlds, podcasting, campus internet security, blogging, and institutional spam. Virtual worlds allow for unique learning environments and social aspects but can also become addictive. Podcasting is growing in popularity and can be used for training. Campus internet security is important to protect private information. Blogging has various types and legal issues. Institutional spam reduces email effectiveness so policies aim to distinguish good emails.
The iCatechist: Effectively Using Your iDevices Caroline Cerveny
This document discusses using mobile devices like cell phones and tablets in religious education. It begins by noting that digital kids are using devices for activities like streaming media, messaging, and making videos. The presenter advocates bringing student culture into the classroom through digital tools. Examples discussed include using cell phones for activities like digital storytelling, interviews, photography, and scavenger hunts. Guidelines are provided around managing cell phone use in the classroom and developing acceptable use policies. The presentation concludes by recommending Catholic apps and websites to explore for digital catechesis.
Here are 5 suggested rules for appropriate cell phone use in the classroom that students could agree to in a social contract:
1. Cell phones must be silenced and put away during class unless otherwise instructed by the teacher.
2. Cell phones may only be used for class activities and projects when authorized by the teacher.
3. Students will be respectful and not use cell phones in ways that disrupt or distract others.
4. Students will follow school rules regarding cell phone use in hallways and common areas.
5. If rules are broken, the student's cell phone will be confiscated and returned at the end of the class period for the first offense. Repeated offenses may involve turning the phone into the office
This document discusses how schools are using students' personal mobile phones to enhance and extend learning. It provides examples of projects where students used the multimedia, communication, and location-based capabilities of their phones for educational purposes in various subjects like science, history, and language arts. It also addresses mobile safety, appropriate use policies, and obtaining parental permission when using personal student devices for educational activities and assignments.
1. The document discusses various online safety issues that parents should be aware of, including inappropriate contact with strangers, oversharing personal information, cyberbullying, and exploring inappropriate content.
2. It provides tips for parents such as keeping computers in public areas, developing rules for internet use, monitoring browser histories, and discussing responsible and ethical online behavior.
3. Several types of online risks are outlined like social media, blogs, chat rooms, and networking sites, and suggestions are made for dealing with cyberbullying incidents.
This document discusses various ways that teachers have incorporated students' mobile technologies into classroom learning. It provides examples of teachers who have had students:
- Take photos on field trips and upload them to document findings.
- Develop avatars to take oral exams on mobile devices to improve engagement.
- Use text messaging to participate in class activities like submitting vocabulary words or science facts.
- Create mobile podcasts and videos to document events like presidential inaugurations.
The examples illustrate how teachers have shifted from banning mobile devices to allowing their use to enhance participation and engagement in learning activities.
This document provides information on connecting student cell phones to classroom instruction, including various projects and tools that teachers have used. It discusses how cell phones can be used for note-taking, organizing, surveying, podcasting, photo and video blogging, participating in democratic processes, and more. Specific examples are given of teachers having students use cell phones to document chemistry experiments, translate Romeo and Juliet to text speak, create mobile advertisements for local businesses, and record conversations in Spanish about paintings.
Students' cell phones can be used to enhance and extend learning both in and outside of the classroom. Three ways this can be done include:
1) Increasing classroom participation through polling apps and discussion boards that allow anonymous student responses.
2) Extending learning beyond the school day through text message assignments over breaks and sending educational videos and pictures from field trips.
3) Bridging the digital divide by allowing students without internet access at home to follow experts on Twitter through text messages and take online quizzes on their phones.
This document summarizes interviews with 16 teachers from across the U.S. who are using student cell phones in their classrooms. Most teachers reported that discipline problems decreased rather than increased. Student engagement and motivation improved on lessons and activities using cell phones. Parents were generally supportive. Alternative options were available for students without phones. Teachers found ways to work within different school cell phone policies. Many used cell phones to improve communication with students outside of class.
This document discusses using student cell phones in the classroom. It begins by outlining the benefits of allowing cell phone use, such as bridging the digital divide, enabling learning anywhere and anytime, extending learning beyond the classroom, and preparing students for mobile careers and citizenship. It then addresses implementing a cell phone program by surveying students, establishing safety protocols, creating a social contract with input from students, and providing guidance on appropriate use. The document emphasizes engaging students in setting clear rules and consequences to ensure cell phones enhance rather than distract from learning.
This document discusses the positive and negative influences of the internet. Positively, it provides access to vast information, facilitates communication, and supports online education. However, it can also expose users to unethical content and be misused if not properly supervised. While the internet has benefits, parents and teachers must guide students on appropriate usage to minimize risks. Overall, the internet's positive impacts outweigh its negatives when used cautiously.
This document discusses the rise of digital cheating in schools due to increased access to technology. It notes that while cheating has always occurred, cell phones and the internet now provide new opportunities for unethical behavior like texting answers during tests or looking up answers online. The document outlines different types of digital cheating like plagiarism and explains the ramifications of cheating. It provides statistics on student technology use and attitudes towards cheating. Finally, it suggests ways to address this issue through open communication and establishing clear expectations regarding appropriate technology use.
This document discusses the potential for using students' personal cell phones in K-12 classrooms for educational purposes. It notes that most students now have cell phones and use them regularly outside of school. One middle school implemented a policy allowing educational use of cell phones and found increased participation and fewer discipline issues. The school set rules around appropriate use and discussed digital safety and privacy with students. Overall, the document argues that banning cell phones has not worked and that schools should consider policies integrating students' own technologies into learning.
This document discusses catechesis and religious education in the 21st century using digital tools. It notes that today's students are immersed in digital technologies like Netflix, iTunes, texting and social media. It argues that catechesis must integrate these digital literacies and technologies to engage students. Several strategies are proposed, such as using cell phones for learning, digital storytelling, and online editing tools. The presentation concludes by envisioning future opportunities in digital catechesis through online communities and new technologies.
The document discusses how technology can be used to develop literacy skills in children who are more knowledgeable about technology than adults. It covers four main themes: (1) addressing the "teleological divide" between where literacy is heading digitally and where education systems currently stand; (2) increasing student motivation and engagement through choice, feedback, and participation; (3) teaching critical internet literacy skills; and (4) how Web 2.0 technologies can transform teaching by making it easier for teachers and empowering students as producers, not just consumers, of content.
This document discusses allowing student cell phone use in the classroom. It begins by outlining the benefits, such as using phones to bridge the digital divide, support learning anywhere and anytime, and extend learning beyond the classroom. Examples are given of projects where students used phones for tasks like mobile note taking, organizing schedules, podcasting, and connecting with real-world experiences. The document also discusses mobile career opportunities and increasing civic participation through technology. It concludes by providing recommendations for getting started with mobile learning programs and addressing safety considerations like cyberbullying.
This document discusses merging social networking technologies like Edmodo into book clubs for middle school students. It provides context that preservice teachers have used Edmodo for classroom management and will now lead book clubs. It notes difficulties with middle school book clubs and lists literacy goals. The document then describes an example activity where students take on roles as historical women figures and interact on Edmodo, meeting engagement, enhancement and extension goals. Finally, it discusses transferring the Edmodo model to developing discussion in middle school book clubs.
This document outlines steps for developing a synchronous virtual conferencing platform for K-12 professional development. It proposes creating a free conference using Google tools that allows ongoing professional learning communities for teachers. Key steps include forming a committee, investigating free virtual meeting rooms, developing a free website for registration and scheduling, collecting data in Google Drive, and providing advertising, support for presenters, and continuing education credits. The goal is to provide an affordable and accessible virtual solution for ongoing teacher training and networking.
This document discusses using gamification in education. It describes common struggles teachers hear from students and how gamification may help address them. Elements of gamification are explained, like badges, quests, leveling up, and leaderboards. The document then shares a teacher's experience gamifying their class using a virtual world called 3DGameLab. Students earned badges and XP for completing quests. While student choice was high and feedback was immediate, some students felt overwhelmed. The teacher concluded gamification provided useful data but was difficult to fully implement and assess.
The document discusses the evolution of cell phones from their inception to modern smartphones. It describes how cell phones have replaced technologies like pay phones, maps, and palm pilots by providing communication and computing capabilities in a small, portable device. The cell phone has advanced rapidly over the years, adding features like cameras, internet access, apps, and more. In the future, cell phones may fully replace desktop computers by allowing users to conduct all business and tasks remotely. The cell phone can be seen as updating past technologies like corded phones, walkie talkies, and pagers by integrating their functions into a single, wireless device.
This document provides an overview of how cell phones can be used in educational settings to enhance learning. It discusses using cell phones to increase participation and communication, bridge the digital divide, and improve on traditional learning activities. Examples are given of projects where students used cell phones to take pictures on field trips, create podcasts, conduct surveys, and more. The document stresses the importance of discussing mobile safety and appropriate use with students.
Computer Assisted Language Learning - Using websitesBüşra Durbin
This document provides guidance for teachers on using the internet and websites in the classroom in three main ways:
1) It discusses how websites can be used as printed pages, with one computer and internet connection, or in a computer lab.
2) It recommends that using the internet be an integral part of learning rather than an occasional activity. Both ELT and authentic websites have benefits depending on the teaching goals.
3) It provides examples of search engines and categories of websites for images, video, audio and podcasts that can be used for different classroom projects. Specific ESL website resources are also listed.
1) Students will work in groups of 1-2 people to develop a point-counterpoint debate on an education technology topic that will be presented live in class.
2) Students must create two live podcasts using BlogTalkRadio, each 30 minutes long on an education related topic.
3) Students will participate in webinars where they teach a lesson using technology and participate in other students' webinars. Webinars must be conducted between January 24th-30th.
4) Additional assignments include posting links to resources, deciding on a podcast theme, beginning a professional journal article, and starting to plan the debate topic and group.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
The document discusses how technology integration can engage students by making lessons relevant to their lives and the skills they will need for future jobs. It provides tips for getting started with technology integration, including starting with a few tools and building your repertoire over time. Specific tools discussed include wikis, blogs, videos, websites and surveys. Resources are shared for creating wikis, blogs and surveys, as well as getting more technology integration ideas.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to distribute educational audio content that students can listen to anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites may pose privacy risks, so some schools ban their use or only allow controlled access through sites like ClassPress. Overall, these new technologies help teachers and students stay connected while enhancing learning opportunities.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
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.
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 various interactive media tools that can be used to engage students in the classroom, including online learning systems, podcasts, blogs, Google tools, social media sites, online research tools, and Microsoft Office applications. It provides relevant websites for creating podcasts, blogs, using Google Docs and Sites, bookmarking and annotating research, and getting student discounts on Microsoft Office. The document concludes by providing the instructor's online profiles.
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.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Blogging, Pod Casting And Creative Commonsjlmickel
The document discusses emerging communication technologies like blogging and podcasting that can be used to engage students. It provides benefits to students like fostering discussion, sharing information, and giving an insider's view of campus. However, it also notes potential downsides like a lack of organization or relevance turning students away. Creative Commons is presented as a way to share educational materials but clarity is needed on copyright issues.
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.
The document outlines the top ten internet uses for teaching and learning. These include: 1) posting lesson plans and homework assignments online; 2) creating "WebQuests" for student research; 3) using streaming video to enhance lessons; 4) online testing and test preparation; 5) using search engines and educational websites for student research and homework help; 6) creating school announcements and newsletters online; 7) podcasting classroom content; 8) finding online lesson plan templates; 9) locating administrative form templates; and 10) using online tutorials to learn software programs. The internet provides vast resources to integrate technology into classroom curriculum.
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.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
The document discusses using video games in K-12 education. It provides statistics on video game usage among children and benefits of video games. It then describes a project where teaching interns developed lesson plans integrating various video games into the curriculum. It provides examples of lesson plans using the games Minecraft, African Safari Adventure, and Ticket to Ride that connect to subjects like literacy, science, and social studies. It discusses implementation strategies and managing games in the classroom.
This document discusses using video games in the classroom. It provides statistics on video game usage among children and benefits of video games. It then describes a project by University of Michigan teaching interns to integrate various video games into K-8 classrooms. The interns selected games like Wii, Minecraft, and iPad games. They developed lesson plans around these games to teach skills like journalistic writing, procedural writing, and geography. The document discusses lessons learned and management strategies for implementing video games in the classroom. It provides examples of lesson plans developed around the games.
This document outlines Liz Kolb's idea for developing a virtual conference using free online tools to provide ongoing professional development for teachers. It describes concerns with traditional PD models and Liz's specific problem of connecting with alumni worldwide. The document then details the steps to creating a virtual conference, including forming a committee, investigating free synchronous meeting rooms, developing a website using Google Drive, collecting data, and advertising the event using social media. Tips are provided for preparing presenters, moderating sessions, and potential funding sources. The goal is to create an affordable, accessible community for teacher learning and networking.
The document discusses using mobile devices like cell phones and iPods in K-12 classrooms. It provides examples of schools that have relaxed policies to allow educational use of mobile devices, including one principal who found most students already had phones. The document outlines ways teachers have used mobile devices to improve participation, communicate with parents and students, extend learning outside of class, and connect classroom lessons to the real world. These include translating Shakespeare to text speak, creating mobile novels, using QR codes and mobile apps for assignments, and recording field trips. Benefits mentioned are increased participation, communication, and engaging students with technology they use outside of school.
This document provides guidance on creating an effective online teaching portfolio using an ePortfolio platform. It outlines recommended sections for the portfolio including a teaching philosophy, credentials, lesson plans, references, and a unique feature. Tips are provided for each section, such as keeping the teaching philosophy short and concise or including pictures and media in lesson plans. The document also lists examples of existing student ePortfolios and provides reminders for maintaining an online presence and attending open labs for assistance.
Students and teachers at a school drafted a social contract for cell phone use in the classroom. They brainstormed rules and consequences, then narrowed it down to five clear rules based on business cell phone policies. The rules require phones to be on vibrate, kept in a designated area until use, and only allow publishing of media related to lessons with approval. A permission form will be sent home incorporating the rules and consequences. The social contract process engaged students in setting boundaries for appropriate mobile technology use in learning.
This document outlines three popular classroom projects that utilize cell phones: picture and video projects, oral language exams, and mobile blogging. The first project involves having students use their phones to take pictures or videos on assigned topics and submit them via text or email. The second uses voice over IP services like Google Voice for students to record and submit oral exam responses. The third project type discusses using mobile blogging platforms like Tumblr to allow students to directly post content from their phones. Examples and resources are provided for implementing each of these three mobile learning projects.
The document discusses several legal and safety issues related to technology integration in the classroom. It covers the Children's Internet Protection Act (CIPA) and requirements for monitoring student computer and internet use. It also addresses copyright concerns, internet safety best practices, cyberbullying, and recommendations for educating students and parents on digital citizenship.
This document discusses 6 favorite Web 2.0 projects that can be used in any grade level classroom. It defines Web 2.0 as the read/write web that enables collaboration and constructing knowledge online. Some highlighted projects include publishing children's books online using Tikatok or Textnovel, creating podcasts using Aviary, blogging using Blogger or Wordpress, creating digital newsletters using Letter Pop, making avatars using Voki, and telling digital stories using Voicethread or Animoto. The document also discusses concerns like needing broadband access and digital footprints, and provides examples and resources for professional development.
This document discusses issues related to digital footprints and social media use. It provides tips for students and teachers on maintaining appropriate online profiles and privacy settings to avoid negative consequences. Specific issues addressed include cyberbullying, employer screening of social media, and "sexting" among minors which in some cases has led to child pornography charges. The document stresses that nothing posted online is truly private or anonymous and encourages thoughtful online behavior to avoid legal and employment problems.
This document discusses issues related to digital footprints and social media use. It provides tips for students and teachers on maintaining appropriate online profiles and behaviors. Specific issues addressed include the permanence of online content, employers screening social media, cyberbullying, and legal issues around sexting and inappropriate social media posts. Educators are encouraged to discuss digital citizenship with students and set clear guidelines for online conduct.
This document provides an overview of 21st century learners and how technology is impacting education. It discusses how students today are digital natives who are used to learning collaboratively using technology anytime and anywhere. Research shows students want to use their own devices in school. The document also explores how skills like social media use and video games are becoming important for jobs and citizenship. Several examples are given of K-12 schools integrating technology through projects using cell phones, wikis, podcasting and gaming. Challenges and debates around technology in education are also summarized.
Liz Kolb presents strategies for using cell phones constructively in learning. She outlines a process that includes:
1. Surveying students' cell phone use and discussing mobile safety.
2. Developing a social contract with rules for appropriate cell phone use in class.
3. Creating a permission form for parents to approve their child's participation.
4. Providing alternatives for students without cell phones so they can still participate.
The goal is to engage students with technology they are familiar with, while establishing guidelines to address concerns around cheating, distraction, and inappropriate use.
This document discusses the use of cell phones in K-12 education. It provides statistics showing high cell phone ownership rates among students and discusses how cell phones can be used as a learning tool. Examples are given of teachers having students use cell phones for activities like podcasting, blogging, interactive brainstorming and scavenger hunts. Concerns about cheating and inappropriate use are addressed, as well as the need to teach digital citizenship and safety. The document advocates for setting clear rules and getting student and parent buy-in when allowing cell phones in class.
This document discusses the use of cell phones in K-12 education. It provides statistics showing high cell phone ownership rates among students and discusses how cell phones can be used for learning activities like note taking, organization, language practice, and podcasting. Examples are given of teachers having students use cell phones for projects, assignments, and interactive activities. The document also addresses concerns around cheating and inappropriate use, and provides examples of schools that have implemented cell phone policies and lessons on digital citizenship and safety. Overall, the document argues that cell phones, if used appropriately, can support learning in the classroom.
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
1. What learning technologies should be obsolete?http://www.insidehighered.com/blogs/technology_and_learning/obsolete_learning_technologieshttp://www.polleverywhere.com/free_text_polls/MTgyMTg4NzcxNA
3. In Cyberspace…Don’t assume anything you send or post is going to remain private.There is no changing your mind in cyberspace—anythingyou send or post will never truly go away.Don’t give in to the pressure to do something that makesyou uncomfortable, even in cyberspace.Consider the recipient’s reaction.Nothing is truly anonymous.
4. Way Back MachineSocial networks have been used to post content to embarrass or intimidate students, so it is important for learners to understand that the consequences of such actions may last even longer than they expected. Not only may content remain in caches and backups, but it can be copied to third party sites or be captured in archives without your knowledge or permission, such as the Wayback Machine.
5. Movie: Digital Dossierhttp://www.youtube.com/watch?v=79IYZVYIVLA
6. Guidelines for Posting Anything to InternetOnly post things that you would want everyone (in school, at home, in other countries)to know. Do not share personal information. Ask yourself: Could someone find me or the person I am posting about (in real life) based on this information?Think before you post. Ask yourself: What could be the consequences of this post?Know who you’re communicating with. Ask yourself: Who is going to look at this, and how are they going to interpret my words?Consider your audience and that you’re representing your school and your professional self.
7. Guidelines for Posting Anything to InternetTreat other people the way you want to be treated. When you post a comment, make sureyou are respectful.Use appropriate language and proper grammar and spelling.Only post information that you can verify is true (no gossiping).Anytime you use media from another source, be sure to properly cite the creator ofthe original work. Ask yourself: Who is the original creator of this work?You may not post any media (photos, audio, video, school work) of ANYONE withouttheir WRITTEN or RECORDED VERBAL permission (this includes your students,colleagues,friends, other teachers...etc).
8. Digital Literacy Survey AssignmentAt least 10 questionsGive to your students (between now and March 1st)Present Findings on March 2nd/3rdHow would you develop lesson plans with this knowledge?What did you learn? What surprised you?Create with Googlehttp://google.com
10. What is a Start Page?Personalized Start Pages are websites designed to allow you to customize them however you want. They are often used to replace the home page of the web browser.The goal of a personalized start page is to take multiple tasks that you would ordinarily carry out on different websites and put them all in the same place. The start page can display the news for you, read blogs, check the mail, and let you search the web.
11. Examples of Start PagesNetvibeshttp://www.netvibes.comhttp://www.netvibes.com/crimsonconnect#Homehttp://www.netvibes.com/coolcatteacher#Ad4dcsshttp://www.pageflakes.com/Room307iGooglehttp://igoogle.com
12. Adding ContentMost websites will spell it out by having a link or button called "add content" at the top of the page, usually at the top-left or top-right.There are two basic types of content you can add to the page: web feeds and widgets.A web feed, also known as an RSS feed, is used to read the news and can bring you the latest entries from your favorite websitesThe second type of content provided are components called widgets. Popular widgets used on include widgets that check email, a notepad for writing down reminders, a local weather checker, a scheduler, and search features for various websites or even the entire web. Some personalized start pages even allow you to add your favorite custom widget.
13. What can start pages do for students and teachers?Help students to organize online search materials, calendars, counters etc. With some services students can access pre-prepared tabs that teachers have created for them to give them access to research.For the teacher or for students they provide a place to track news, events and personal feeds. They assist in bringing the research to the user as soon as they start their browser.
14. Let’s Get Started!We will use iGoogleLog in to http://google.comWatch Tutorial Herehttp://classroom-technology.weebly.com/personalized-start-pages.html
15. Homework!Make sure you email your startpage URL to Lizelikeren@umich.eduOn Your Start Page:Link to your PodcastInformation about your upcoming Podcasts
17. How can knowing how to Teach Virtually be helpful?The rise of virtual schooling Michigan Virtual High SchoolJob opportunities for teachersInclude home-bound studentsCreate professional development opportunitiesConferencingCommittee work
18. Online Education beats face to face!http://www.diigo.com/annotated/f87840d29cfb76df420daf3f86a70930
19. School District Proposes Eliminating Face to Face High School Mathhttp://www.annarbor.com/news/plan-would-have-eliminated-saline-high-schools-math-department-in-favor-of-online-classes/
21. What is a webinar?LIVE web-based seminar (course, presentation or conference)Flexible Communication: It can include:InteractivityWhite board (doodle board)PollingChat RoomScreen SharingMedia & Documents (Videos, PPT, Word, Excel)Private or PublicArchived/RecordedVideo and/or Audio
22. Where can I find some examples online?ETLO-Education Technology Leaders Onlinehttp://www.edtechleaders.org/Resources/chat/default.aspISTEhttp://www.iste.org/Content/NavigationMenu/ProfessionalDevelopment/WebinarSeries/20082009Webinars/Webinar_Series.htmClassroom 2.0http://www.classroom20.com/
23. Ideas for using webinars in teaching and learning?Study/review session for interested students before big testsGive students who miss school (illness, etc) a chance to make-up a class presentation assignmentRecordings of webinars can be used to re-teach material as needed.Allows for students to teach other student - have them attend webinars as homework assignmentsStudents can develop their own webinars on a particular research topic.
24. 9 Things Learned for Teaching OnlineTeaching online is a lot of work.Students appreciate regular communication and timely feedback on their progress.Many great tools exist but aren't always necessary.Assignments and activities take more time online.Students need extrinsic motivation.Give deadlines. Online courses are not right for all students. Ask students what works and what doesn't.Teaching online can inform what you do in the classroom if you have opportunities to teach both online and classroom-based courses.http://elearnmag.org/subpage.cfm?section=best_practices&article=57-1
26. Webinar RequirementsWorking with one partnerteach your fellow classmates about a best-practice lesson that you have taught, will teach, or have observed someone else teaching using technology. Your webinar will run 30 minutes in length and will include;the lesson planimages from the lesson and/or sample student productsAllow classmates to participate in the 30-minute webinar (pretend they are students doing a portion of the project, question/answer session, polling them…etc). Must be conducted between January 24th-30thSign up onBlackboard for 2 other webinars to attend (include your preferred email)
29. What is a Podcast?iPod + Broadcast=PodcastAn audio recording that is distributed via the internet.It can be downloaded and listen to via a PC or mobile deviceIt has a syndicated feed that uses RSS to pull the files to the user
30. Types of PodcastsAudio (MP3 format)Enhanced Audio-with images (Mv4 format)Video (mpg4 or mov format)PDF (ebooks)
31. Ideas for PodcastsPersonal Narratives, Original Work..PoetryMock Conventions or Science FairsOral historiesVocab and/or concept practiceBrainstorming SessionsOverview of unitOral Reports or SpeechesRadio Theater or broadcastsRadio commercialsInterviewsNewscast-Information for parents
32. Podcasting ProcessDecide on the “type” of podcastRadio broadcast, Radio Theater, Interview…etcWrite a pitchParagraph on “this is a podcast about…”Get it approved by teacher, then…Write a scriptGet the Media Images, sounds, music…etcPractice, Practice, PracticeRecord the PodcastPost to the web
35. How can I listen to a podcast?RSSRich Site Summary OR Real Simple Syndication.
36. Assignment: Live PodcastYou and a partner will be in charge of creating a podcast two times.You will create an account at http://blogtalkradio.comEach podcast must be 30 minutesThe topic (theme) of each podcast should relate to education (but does not necessarily need to related to technology).Post a link to your podcast on your startpage.Post the date/time of each podcast on your startpage (at least 1 week before the podcast)
39. 5:00-25:00: Interview with School Principal on how they deal with cell phones and students.
40. 25:00-30:00: Closing article—select a few quotes (something to wrap up discussion on topic of cell phones)Sample Blog Talk Podcastshttp://www.blogtalkradio.com/mac09http://www.blogtalkradio.com/soe0910http://www.blogtalkradio.com/elikeren
41. Our PodcastingSiteBlog Talk Radiohttp://blogtalkradio.comCreate an accountSet up your podcastPost a link on your startpageDecide on two dates/timesDecide on “themes” or “topics”
Editor's Notes
44 states have virtual learning programs. Michigan Virtual School is one of the largest online course providers in the nation with 11,000 course registrations in 2007-2008. MVS partners with local schools to provide core and supplemental courses with over 100 part-time teachers that are Michigan certified, highly qualified instructors. MVS is primarily a supplemental program, although MVS has one full-time program to meet the needs of the Traverse City Area Public Schools.