This document discusses the use of Web 2.0 tools for classroom applications. It introduces several tools such as Google Earth, Google Maps, iGoogle, Skype, TeacherTube, SchoolTube, and Boolify. These tools allow students to collaborate online, share videos and presentations, search effectively, and organize photos. The document advocates that teachers should become aware of these resources to enhance teaching and learning. Web 2.0 tools can create flexible learning environments and open new opportunities for learners.
WEB APPLICATIONS FOR DEVELOPMENT OF TESTSneethuneehara
This document discusses web applications for creating online quizzes and assessments. It describes HotPotatoes, a suite of six applications that can create exercises for the web, including Jcloze, Jcross, Jmatch, Jmix, Jquiz, and The Masher. It also discusses various types of online quizzes, such as personality quizzes and blog quizzes. Finally, it mentions some features of online quiz maker applications, such as creating and grading quizzes, and analyzing usage data and student performance.
TeacherTube is a website designed to provide an online community for teachers to share instructional videos and resources. The goals are to provide a safe venue for professional development where teachers can teach other teachers. Teachers can upload videos and supplemental materials for students or other teachers to view and learn from. While it has some limitations, TeacherTube offers a valuable resource for finding engaging content and sharing best practices to benefit students.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
This document contains a 12 question multiple choice quiz about cyber privacy and security topics. The questions cover issues like when the Indian IT Act was passed, definitions of cyber security, hacking, spam, cookies, firewalls and types of common computer threats. The answers to each question are provided at the end.
Observation involves gathering information about objects, events, movements, and attitudes using one's senses. There are different types of observation including scientific observation, which involves analyzing and learning; natural observation, which directly assesses programs and activities; subjective observation which uses personal views to draw inferences; and objective observation which uses facts. Direct observation involves seeing something with one's own eyes, while indirect observation involves seeing something through a secondary source like media. It is important to record observations in order to analyze them properly. Questions can be used to gather information, clarify doubts, and check understanding. There are different types of questions such as open-ended questions, closed-ended questions, funnel questions, probing questions, and leading questions. Effective questioning involves avoiding
Media as an agency perpetuating violenceAnjuGupta67
Dr. Anju Gupta's document discusses how media perpetuates violence against women in several ways. Media serves as a vehicle for misogynistic threats and harassment online, with almost three quarters of women experiencing some form of cyber violence. News coverage of violence against women is often sensationalized and exploitative, retraumatizing victims. Media also politicizes and sensationalizes issues of violence against women. Some media presentations can constitute acts of violence by defaming or publishing obscene materials about women. Media further desensitizes society to domestic violence by normalizing it in comedy, language, and advertisements. It assigns indirect female aggression as a vehicle of power by disguising it as female empowerment.
Blogs can be used as an effective educational tool in several ways:
1) Blogs allow students to write, reflect, and collaborate, while also engaging different learning styles.
2) Teachers can use blogs to communicate with students, provide feedback, and monitor student performance.
3) Blogs enable classroom extension beyond physical boundaries by allowing students to work anywhere with internet access.
4) Common ways blogs are used in classrooms include for classroom management, collaboration, discussion, and hosting student portfolios.
WEB APPLICATIONS FOR DEVELOPMENT OF TESTSneethuneehara
This document discusses web applications for creating online quizzes and assessments. It describes HotPotatoes, a suite of six applications that can create exercises for the web, including Jcloze, Jcross, Jmatch, Jmix, Jquiz, and The Masher. It also discusses various types of online quizzes, such as personality quizzes and blog quizzes. Finally, it mentions some features of online quiz maker applications, such as creating and grading quizzes, and analyzing usage data and student performance.
TeacherTube is a website designed to provide an online community for teachers to share instructional videos and resources. The goals are to provide a safe venue for professional development where teachers can teach other teachers. Teachers can upload videos and supplemental materials for students or other teachers to view and learn from. While it has some limitations, TeacherTube offers a valuable resource for finding engaging content and sharing best practices to benefit students.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
This document contains a 12 question multiple choice quiz about cyber privacy and security topics. The questions cover issues like when the Indian IT Act was passed, definitions of cyber security, hacking, spam, cookies, firewalls and types of common computer threats. The answers to each question are provided at the end.
Observation involves gathering information about objects, events, movements, and attitudes using one's senses. There are different types of observation including scientific observation, which involves analyzing and learning; natural observation, which directly assesses programs and activities; subjective observation which uses personal views to draw inferences; and objective observation which uses facts. Direct observation involves seeing something with one's own eyes, while indirect observation involves seeing something through a secondary source like media. It is important to record observations in order to analyze them properly. Questions can be used to gather information, clarify doubts, and check understanding. There are different types of questions such as open-ended questions, closed-ended questions, funnel questions, probing questions, and leading questions. Effective questioning involves avoiding
Media as an agency perpetuating violenceAnjuGupta67
Dr. Anju Gupta's document discusses how media perpetuates violence against women in several ways. Media serves as a vehicle for misogynistic threats and harassment online, with almost three quarters of women experiencing some form of cyber violence. News coverage of violence against women is often sensationalized and exploitative, retraumatizing victims. Media also politicizes and sensationalizes issues of violence against women. Some media presentations can constitute acts of violence by defaming or publishing obscene materials about women. Media further desensitizes society to domestic violence by normalizing it in comedy, language, and advertisements. It assigns indirect female aggression as a vehicle of power by disguising it as female empowerment.
Blogs can be used as an effective educational tool in several ways:
1) Blogs allow students to write, reflect, and collaborate, while also engaging different learning styles.
2) Teachers can use blogs to communicate with students, provide feedback, and monitor student performance.
3) Blogs enable classroom extension beyond physical boundaries by allowing students to work anywhere with internet access.
4) Common ways blogs are used in classrooms include for classroom management, collaboration, discussion, and hosting student portfolios.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
The document discusses Jagannath K. Dange's step learning experiences model. It begins by explaining that the model includes 17 different learning experiences that teachers can choose from to suit their content, students, environment, and objectives. It then provides details on each type of learning experience, from verbal symbols at the top of the model to direct experiences at the bottom. The experiences range from words and pictures to demonstrations, field trips, and role playing activities. The document emphasizes that providing a variety of hands-on learning experiences helps students obtain concrete understanding of concepts.
There are several types of blogs depending on the media content, including typical text blogs, photoblogs composed mostly of photos, audioblogs or podcasts consisting of voice recordings, videoblogs of published videos, and microblogs restricted to short character limits like tweets.
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
Computer managed instruction (CMI) is the use of computers and software to manage the instructional process. It allows teachers to organize student data, curricular objectives and materials, track student progress, and generate reports. CMI provides individualized instruction by presenting material in small steps, requiring student responses, and providing feedback until students achieve mastery of learning objectives at their own pace. While CMI offers benefits like individualization and expansive resources, it also has disadvantages like overreliance on computers and predetermined objectives that can complicate the teacher's role.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
This document defines puppets and describes their history and various types. It explains that puppets have been used in India for a long time as a form of entertainment and communication. The main types of puppets discussed are string puppets, shadow puppets, hand puppets, finger puppets, and rod puppets. Advantages of using puppets in teaching include that they provide amusement and help visual learning, while disadvantages include that they may not be suitable for large groups.
This document outlines audiovisual aids and their use in education. It defines audiovisual aids as tools that make the learning experience more concrete, realistic, and dynamic by appealing to both sight and sound. The document discusses the purpose and importance of audiovisual aids in enhancing teaching. It identifies different types of audiovisual aids including audio aids like radio and recordings, visual aids like slides and posters, and audiovisual aids like television, videos, and computers. Guidelines are provided for effective use of various audiovisual tools.
Teacher Tube is an online community for teachers to share instructional videos. It allows teachers to upload, tag, and share videos worldwide. Teachers can also upload supporting files and find videos organized by subject or channel. The site provides a safe, educational environment for teachers to connect, share resources, and engage in professional development anytime, anywhere.
Digital Literacy: Learning How to Search and Evaluate InformationRafael Scapin, Ph.D.
Rafael Scapin will present a 2-hour workshop on digital literacy and effective online searching. The workshop will cover techniques for searching, gathering, and evaluating online information using keywords, Boolean operators, and specialized search engines. It will also discuss evaluating websites based on criteria like authority, purpose, coverage, currency, objectivity and accuracy. The workshop aims to improve participants' ability to efficiently locate and critically assess information online.
The document discusses three dialectical approaches: the devil's advocate approach, which emphasizes identifying assumptions but risks being too negative; dialectical inquiry, which takes a more balanced approach using proposal and counter-proposal groups reviewed by senior managers; and that these approaches reflect everyday situations like playing devil's advocate among friends or having someone proofread your homework.
This document discusses the use of social networks in education. It defines social networks as online services that allow people with shared interests to collaborate. Popular social networks like Facebook and LinkedIn are mentioned. Research shows students spend significant time on social media and find it useful for educational activities like collaboration. The document also describes a case study where a class set up a private social network on Ning and found it encouraged interaction, sharing, and a sense of community among students. Students responded positively to using social media for learning in a survey. The conclusion is that interest is growing in using social networks in education.
The document discusses ICT (Information and Communication Technology) in education. It outlines the objectives of understanding ICT, its features, the role of ICT teachers, and tools for evaluation. ICT is defined as digital technologies used for communication, and includes computers, the internet, and other communication mediums. The use of ICT in education provides benefits like global access to knowledge, self-paced learning, and making learning interactive. However, integrating ICT into schools also presents challenges related to infrastructure, funding, teacher training, and remote areas with limited access.
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
The document outlines guidelines for an effective demonstration method of teaching. It recommends that the demonstrator be well-selected and skilled in operating equipment. They should practice the demonstration several times to ensure a smooth sequence. The observers should be prepared, focused, and arranged where they can clearly see the demonstration. The environment should be quiet to avoid interruptions. Questions from observers should be allowed after to check understanding.
The document discusses e-learning, including its definition as using electronic technologies to deliver instructional content. It outlines the advantages of e-learning over traditional learning, as well as strategies for effective e-learning. Critical issues with internet usage like information overload, offensive content, addiction, plagiarism, and legal/ethical standards are also examined.
Morphing and pornography are common misuses of the internet. Morphing involves technologically altering one person's image to make it appear they are transforming into another person, and is considered a serious cyber crime. Pornography portrays sexual subject matter for arousal and can be addictive due to how it stimulates brain chemicals. Excessive pornography viewing can negatively impact individuals by causing depression, social isolation, decreased productivity, and financial problems as it takes over their lives. Teachers must educate students about cyber laws and the consequences of misusing the internet, such as posting morphed images or becoming addicted to pornography.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
PEDAGOGICAL BENEFITS OF BLOG IN HIGHER EDUCATIONThiyagu K
New advances in the internet based technology have brought challenges and opportunities as well to education and training, in particular through Colleges; Universities are facing increased pressures to demonstrate the effectiveness of their educational efforts. It is not sufficient anymore that course curricula are covering the right topics and Scholars pass their courses. Blogs engage people in knowledge sharing, reflection, and debate, they often attract a large and dedicated readership. Blogs are becoming an important component of the Internet landscape, providing authors and readers with an avenue for unedited expression, reaction, and connection, without the censorship of mediated chat rooms or formal media outlets. The simplicity of creating and maintaining blogs means that open discussions can be established almost immediately, making blogs an ideal venue for far-reaching discussions among the Internet community on new or timely topics. Blogs foster the growth of communities and the dynamics of collaborative filtering and recommending/referring may provide new ways to evaluate, vet, and critique student-created knowledge. This article explores the function, features and types of blog. And also describes the uses of blog in education and classroom.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
The document discusses Jagannath K. Dange's step learning experiences model. It begins by explaining that the model includes 17 different learning experiences that teachers can choose from to suit their content, students, environment, and objectives. It then provides details on each type of learning experience, from verbal symbols at the top of the model to direct experiences at the bottom. The experiences range from words and pictures to demonstrations, field trips, and role playing activities. The document emphasizes that providing a variety of hands-on learning experiences helps students obtain concrete understanding of concepts.
There are several types of blogs depending on the media content, including typical text blogs, photoblogs composed mostly of photos, audioblogs or podcasts consisting of voice recordings, videoblogs of published videos, and microblogs restricted to short character limits like tweets.
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
Computer managed instruction (CMI) is the use of computers and software to manage the instructional process. It allows teachers to organize student data, curricular objectives and materials, track student progress, and generate reports. CMI provides individualized instruction by presenting material in small steps, requiring student responses, and providing feedback until students achieve mastery of learning objectives at their own pace. While CMI offers benefits like individualization and expansive resources, it also has disadvantages like overreliance on computers and predetermined objectives that can complicate the teacher's role.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
This document defines puppets and describes their history and various types. It explains that puppets have been used in India for a long time as a form of entertainment and communication. The main types of puppets discussed are string puppets, shadow puppets, hand puppets, finger puppets, and rod puppets. Advantages of using puppets in teaching include that they provide amusement and help visual learning, while disadvantages include that they may not be suitable for large groups.
This document outlines audiovisual aids and their use in education. It defines audiovisual aids as tools that make the learning experience more concrete, realistic, and dynamic by appealing to both sight and sound. The document discusses the purpose and importance of audiovisual aids in enhancing teaching. It identifies different types of audiovisual aids including audio aids like radio and recordings, visual aids like slides and posters, and audiovisual aids like television, videos, and computers. Guidelines are provided for effective use of various audiovisual tools.
Teacher Tube is an online community for teachers to share instructional videos. It allows teachers to upload, tag, and share videos worldwide. Teachers can also upload supporting files and find videos organized by subject or channel. The site provides a safe, educational environment for teachers to connect, share resources, and engage in professional development anytime, anywhere.
Digital Literacy: Learning How to Search and Evaluate InformationRafael Scapin, Ph.D.
Rafael Scapin will present a 2-hour workshop on digital literacy and effective online searching. The workshop will cover techniques for searching, gathering, and evaluating online information using keywords, Boolean operators, and specialized search engines. It will also discuss evaluating websites based on criteria like authority, purpose, coverage, currency, objectivity and accuracy. The workshop aims to improve participants' ability to efficiently locate and critically assess information online.
The document discusses three dialectical approaches: the devil's advocate approach, which emphasizes identifying assumptions but risks being too negative; dialectical inquiry, which takes a more balanced approach using proposal and counter-proposal groups reviewed by senior managers; and that these approaches reflect everyday situations like playing devil's advocate among friends or having someone proofread your homework.
This document discusses the use of social networks in education. It defines social networks as online services that allow people with shared interests to collaborate. Popular social networks like Facebook and LinkedIn are mentioned. Research shows students spend significant time on social media and find it useful for educational activities like collaboration. The document also describes a case study where a class set up a private social network on Ning and found it encouraged interaction, sharing, and a sense of community among students. Students responded positively to using social media for learning in a survey. The conclusion is that interest is growing in using social networks in education.
The document discusses ICT (Information and Communication Technology) in education. It outlines the objectives of understanding ICT, its features, the role of ICT teachers, and tools for evaluation. ICT is defined as digital technologies used for communication, and includes computers, the internet, and other communication mediums. The use of ICT in education provides benefits like global access to knowledge, self-paced learning, and making learning interactive. However, integrating ICT into schools also presents challenges related to infrastructure, funding, teacher training, and remote areas with limited access.
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
The document outlines guidelines for an effective demonstration method of teaching. It recommends that the demonstrator be well-selected and skilled in operating equipment. They should practice the demonstration several times to ensure a smooth sequence. The observers should be prepared, focused, and arranged where they can clearly see the demonstration. The environment should be quiet to avoid interruptions. Questions from observers should be allowed after to check understanding.
The document discusses e-learning, including its definition as using electronic technologies to deliver instructional content. It outlines the advantages of e-learning over traditional learning, as well as strategies for effective e-learning. Critical issues with internet usage like information overload, offensive content, addiction, plagiarism, and legal/ethical standards are also examined.
Morphing and pornography are common misuses of the internet. Morphing involves technologically altering one person's image to make it appear they are transforming into another person, and is considered a serious cyber crime. Pornography portrays sexual subject matter for arousal and can be addictive due to how it stimulates brain chemicals. Excessive pornography viewing can negatively impact individuals by causing depression, social isolation, decreased productivity, and financial problems as it takes over their lives. Teachers must educate students about cyber laws and the consequences of misusing the internet, such as posting morphed images or becoming addicted to pornography.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
PEDAGOGICAL BENEFITS OF BLOG IN HIGHER EDUCATIONThiyagu K
New advances in the internet based technology have brought challenges and opportunities as well to education and training, in particular through Colleges; Universities are facing increased pressures to demonstrate the effectiveness of their educational efforts. It is not sufficient anymore that course curricula are covering the right topics and Scholars pass their courses. Blogs engage people in knowledge sharing, reflection, and debate, they often attract a large and dedicated readership. Blogs are becoming an important component of the Internet landscape, providing authors and readers with an avenue for unedited expression, reaction, and connection, without the censorship of mediated chat rooms or formal media outlets. The simplicity of creating and maintaining blogs means that open discussions can be established almost immediately, making blogs an ideal venue for far-reaching discussions among the Internet community on new or timely topics. Blogs foster the growth of communities and the dynamics of collaborative filtering and recommending/referring may provide new ways to evaluate, vet, and critique student-created knowledge. This article explores the function, features and types of blog. And also describes the uses of blog in education and classroom.
PEDAGOGICAL PERSPECTIVES OF SOCIAL NETWORKING SITES IN EDUCATIONThiyagu K
This document discusses the pedagogical perspectives of using social networking sites in education. It explores how social networking services can supplement traditional classrooms by providing new opportunities for creative and flexible learning experiences. Some benefits highlighted include supporting social learning and student-centered learning. The document also examines some challenges of using social networking sites, such as privacy issues and ensuring genuine friendships. Overall, it argues that when used appropriately, social networking provides opportunities to make learning more flexible, repeatable, and convenient for students.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
ACTIVE LEARNING THROUGH THE INTEGRATION OF 3D VIRTUAL ENVIRONMENTThiyagu K
Information and Communication Technologies can be important in the process of adapting to the new demands, as they have the potential to make learning resources more accessible, to allow a greater degree of individualisation and to make the learning process a more active one. This article focuses on how to design and develop the active learning environment. Active learning is the learning strategy that encourages students to interact and think by working on a problem-solving activity in order to develop their knowledge and experiences. By using 3D virtual learning environment corresponding to an instructional design methodology called ADDIE, the active learning environment is created. The proposed active learning environment consists of Simulation, Problem Solving, Game, Self-Assessment, and Animation. We believe that when students study in the active learning environment, they can fully understand the content through the learning components.
THIYAGU - PERCEPTION TOWARDS RESEARCH AMONG M.ED, SCHOLARS IN TUTICORIN DISTRICTThiyagu K
The main aim of the M.Ed. course is to provide capability of serving community in general and developing research perception and skills among the students in specific these students in future have to promote interest towards research among the M.Ed., students when they take up their jobs as teacher educators. The main theme of the present study is “A study on research perception among M.Ed. scholars”. The main aim of the study is to find out the level of perception towards research among M.Ed. scholars. Survey method is employed for this study. The investigator has randomly chosen 253 M.Ed., scholar for the study. The findings of the study are (1) There is no significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their gender and level of study. (2) There is significant difference in the mean scores of perception towards research among the M.Ed., Scholars with respect to their age. Etc.,
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
The document discusses the importance of women's education for empowerment in India. It provides background on women's education historically, from ancient to modern times, noting it declined over periods but increased during British colonial rule and modern reforms. Women's literacy has risen but remains lower than men's. The document outlines constitutional provisions supporting women's education and government schemes implemented to promote girls' schooling like the Kasturba Gandhi Balika Vidyalaya. It argues education enables women to confront traditional roles, respond to challenges, and play a role in India reaching its goal of becoming a developed nation by 2020.
A guy had cancer and only one month to live. Each day he visited the CD shop where he liked a girl to talk to her, buying a CD each time. After he died, the girl discovered from his mother that he had passed away. When she went to his room and saw the unopened CDs containing love letters from the girl, she cried upon realizing her unexpressed feelings were reciprocated.
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTSThiyagu K
M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.
Maulana abul kalam azad thiyagu 11.11.2016Thiyagu K
National Education Day is celebrating every year 11th November to commemorate the Birth Anniversary of Maulana Abul Kalam Azad. He a great freedom fighter, eminent educationist and the first Education Minister of India. I am so happy to prepared this powerpoint and sharing it to you all.
This document lists 14 books written by Dr. A. P. J. Abdul Kalam, including his autobiography "Wings of Fire" and books about envisioning India's future such as "Ignited Minds". It also includes two poetry collections illustrated by Manav Gupta as well as collections of Kalam's quotes and dialogues on the purpose of life. The document provides publishers and websites for many of Kalam's writings.
This document lists the names of various people who were involved in or supported a research project and viva voce exam. It includes the external examiner, research supervisor, doctoral committee member, department colleagues, M.Ed. and M.Phil. scholars, non-teaching staff, principals, friends, well-wishers, family members, and others who gathered for the viva voce exam. The document expresses gratitude to all those involved and invites them to join for lunch.
The document outlines the typical format and structure of a research report. It discusses the three main sections - the preliminary section, main section, and reference section. The preliminary section includes elements like the cover page, table of contents, and abstract. The main section usually contains chapters that introduce the topic, review literature, describe the methodology, and analyze the data. The reference section lists all sources cited. The document also provides guidelines on formatting aspects like margins, fonts, and styling tables and figures in a research report.
This document discusses emerging technologies in education and project management. It provides outlines on using YouTube, wikis, and Twitter for these purposes. YouTube can be used in education by teachers uploading videos for lessons or students collaborating on projects. Wikis allow collaborative online documents for sharing course notes or research. Twitter enables class discussions, announcements, and project coordination through hashtags. Benefits include engaging students, facilitating collaboration, and connecting students and teachers.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
This document discusses blended learning and the use of Web 2.0 tools in education. It defines blended learning as courses that offer a blend of online content and face-to-face instruction. It explains that Web 2.0 refers to web applications that allow users to create and share content online in an interactive way. Specific Web 2.0 tools discussed include blogs, wikis, Moodle, and social networking. Examples are given of how teachers can incorporate these tools into their classrooms, such as having students collaborate on wikis or share resources through blogs.
Web 2.0 tools like blogging, RSS, tagging, and social bookmarking allow users to interact and collaborate online in new ways. These emerging technologies present opportunities for education by making it easier for students, teachers, parents, and administrators to work together. Examples of Web 2.0 tools for educational use include Google Docs for collaborative document editing, YouTube for sharing instructional videos, and Engrade for online grading of student work. While the internet continues to evolve, educators must adapt by integrating new technologies into teaching practice to prepare students for future innovations.
The document discusses the rise of Web 2.0 and how it has changed the way students learn and interact online. It defines Web 2.0 as a platform where users can actively participate by creating and sharing content. It provides examples of popular Web 2.0 applications like YouTube, Facebook, blogs and wikis that allow collaboration and user participation. The document argues that Web 2.0 tools are aligned with constructivist pedagogies and will require educational institutions to rethink their approach to teaching as students are now digital natives accustomed to these technologies.
Chapter 7 - Technology Integration in Instruction.pptalptoker
The document discusses effective methods for integrating technology into classroom instruction. It outlines several types of technologies that can be used, including web 2.0 tools, course management systems, and interactivity technologies. Web 2.0 tools like blogs, wikis and podcasts allow for greater student participation and collaboration. Course management systems provide online learning environments for materials and discussions. Interactive whiteboards and student response systems allow teachers to display lessons, poll students, and tailor instruction in real-time.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
This document introduces key concepts of Web 2.0 and provides examples of how Web 2.0 applications can be used for education purposes. It defines terms like blogs, wikis, tags, and widgets. Examples discussed include using Google iGoogle to create a personalized page for classes, setting up a social network on Ning, using Twitter to communicate with students, showing educational videos on YouTube while empowering student use, and using Moodle as a course content platform. The document encourages educators to explore Web 2.0 tools and curate appropriate applications for enhancing learning.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
This document provides an overview of various Web 2.0 tools and resources for teachers and education. It describes tools for collaboration like Google Apps, Edmodo, and Gaggle. It also lists sites for blogging, multimedia creation, digital storytelling, project-based learning, and more. Many include links to the websites for further information.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
This is a rework of my previous slide show on Web 2.0 Tools. I will be using it for background information for BCNET Conference "Lighting the Path: Connections for the Future" on April 22, 2008.
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.
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how schools have created geography department websites and used tools like blogs to support students, share resources, and promote the subject. The document also explores setting up and using virtual learning environments, online learning communities, wikis, and podcasts to collaborate and interact online in geography education.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
🌐 The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
🔍 Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
We'll cover everything from choosing the right fonts and colors to using images and videos to make your slides more dynamic. You'll also learn how to structure your presentation and create a flow that keeps your audience engaged from beginning to end.
Additionally, we'll provide some tips for how to rehearse and practice your presentation, as well as how to effectively deliver it to your audience. Whether you're a student, business professional, or just looking to improve your presentation skills, this video has something for everyone.
So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
Finally, the presentation will provide some practical tips and advice for educators who want to incorporate Chat GPT into their teaching practice. From choosing the right technology to developing effective lesson plans, we'll cover everything you need to know to get started with this game-changing tool.
Whether you're a teacher, a student, or simply interested in the future of education, this SlideShare presentation is for you. Join us as we explore the world of Chat GPT and discover how this technology is transforming education for the better.
This document provides an overview of Chat GPT, an AI tool launched in November 2022 by OpenAI. It discusses that Chat GPT allows for conversational dialogues and aims to give accurate answers while admitting mistakes. The document notes that Chat GPT was trained on huge amounts of online text data to generate human-like responses. Potential uses of Chat GPT discussed include powering virtual customer service agents, personal assistants, social media moderation, and improving machine translation.
Unit 8 - ICT NET Materials (UGC NET Paper I).pdfThiyagu K
This document provides information on ICT terminology, abbreviations, and concepts relevant to the UGC NET exam. It begins with a list of common computer and internet abbreviations. It then defines key terms like LAN, MAN, WAN and provides email basics such as email headers and components. It discusses video conferencing technologies and providers. It concludes with an overview of major digital initiatives in Indian higher education such as SWAYAM, Swayam Prabha, the National Digital Library, National Academic Depository, and e-Shodh Sindhu.
Unit 10 - Higher Education System (UGC NET Paper I).pdfThiyagu K
The document discusses several apex educational bodies in India that govern different aspects of the education system. These include the National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) which oversee accreditation of higher education institutions. Other bodies mentioned are the University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE), and National Institute of Open Schooling (NIOS). The document also provides a brief overview of the roles and functions of these various educational bodies in India.
Unit 10 - Higher Education System UGC NET Paper I.pdfThiyagu K
This document provides an overview of the higher education system in ancient and modern India. It discusses some of the major institutions and centers of learning in ancient India like Takshashila, Nalanda, Valabhi, and Vikramshila. It then summarizes the evolution of higher education in post-independence India, highlighting influential commissions like the Radhakrishnan Commission, Mudaliar Commission, Kothari Commission, and Ramamurthy Review Committee that shaped policies and reforms. The document covers topics ranging from the gurukul system of education to modern universities and examines the philosophies, curriculums, and structures of higher learning institutions throughout Indian history.
Unit 2- Research Aptitude (UGC NET Paper I)Thiyagu K
The document discusses research aptitude and provides information on various aspects of research such as meaning of research, research objectives, characteristics of research, types of research, research methodology, application of ICT in research, and research ethics. It defines research as a systematic process of discovering new facts or testing known ideas. The key characteristics of research discussed are objectivity, reliability, validity, accuracy, credibility, generalizability, being empirical, systematic, and replicable. The document outlines different types of research such as fundamental vs applied research and qualitative vs quantitative research. It also discusses various steps involved in research such as selecting the research problem, literature review, data collection and analysis, and reaching conclusions.
Techno-pedagogic skills refer to the ability to effectively integrate technology into teaching and learning processes. In simple terms, it means having the knowledge and skills to use digital tools and resources in a way that enhances the learning experience for students. Teachers with these skills can make lessons more engaging and effective by incorporating technologies such as interactive whiteboards, educational apps, online resources, and multimedia tools in the classroom. This approach allows for the creation of interactive and multimedia-rich lessons, catering to different learning styles and providing personalized learning experiences. Overall, techno-pedagogic skills enable teachers to leverage technology to make learning more fun, interactive, and impactful for students in today's digital age. Here’s how it works:
1. Enhanced Engagement: By using technology, teachers can create more engaging lessons. For example, they might use interactive quizzes or educational games that make learning fun and interactive.
2. Personalized Learning: Technology allows teachers to tailor lessons to individual students’ needs and learning styles. They can provide different resources or activities that cater to each student’s strengths and weaknesses.
3. Access to Information: With digital tools and online resources, students have access to a wealth of information beyond traditional textbooks. This helps them explore topics more deeply and from different perspectives.
4. Collaboration: Technology enables collaborative learning experiences where students can work together on projects, share ideas, and learn from each other’s insights.
5. Impactful Teaching: By mastering techno-pedagogic skills, teachers can make their teaching more effective and impactful. They can deliver content in ways that resonate with today’s tech-savvy students, making learning more relevant and meaningful.
Overall, techno-pedagogic skills empower teachers to leverage technology creatively and effectively in the classroom, ultimately enhancing the educational experience and preparing
How to Create User Notification in Odoo 17Celine George
This slide will represent how to create user notification in Odoo 17. Odoo allows us to create and send custom notifications on some events or actions. We have different types of notification such as sticky notification, rainbow man effect, alert and raise exception warning or validation.
To study Earth’s magnetic field using a compass, natal bar magnet wire plotti...ajitkumarmatia8
Let me explain. To study Earth’s magnetic field, you can use a compass needle, a bar magnet, and a tangent galvanometer. Here are the steps:
Bar Magnet Placement:
Place the bar magnet in the middle of a large piece of paper.
Mark the outline of the magnet and indicate its poles.
Plotting Compass:
Use a plotting compass (a small compass with a freely rotating needle).
Position the compass near one pole of the bar magnet.
Mark where the compass needle points.
Moving the Compass:
Move the compass so that the back of the compass aligns with the previous mark.
Mark where the needle points again.
Repeat this process until the compass reaches the magnet’s other pole or the edge of the paper.
Drawing Field Lines:
Connect the marked points with a smooth curve.
Add an arrow to show the direction of the magnetic field.
Repeat the process from different starting points around the magnet to draw more field lines.
Tangent Galvanometer:
A tangent galvanometer measures the strength of the magnetic field.
It uses the tangent of the angle between the compass needle and the magnetic field direction.
Remember, magnetic field lines never cross, go from north to south, are continuous, and are closer where the field is stronger. Have fun with your project THANK YOU..
Hospital pharmacy and it's organization (1).pdfShwetaGawande8
The document discuss about the hospital pharmacy and it's organization ,Definition of Hospital pharmacy
,Functions of Hospital pharmacy
,Objectives of Hospital pharmacy
Location and layout of Hospital pharmacy
,Personnel and floor space requirements,
Responsibilities and functions of Hospital pharmacist
How to stay relevant as a cyber professional: Skills, trends and career paths...Infosec
View the webinar here: https://www.infosecinstitute.com/webinar/stay-relevant-cyber-professional/
As a cybersecurity professional, you need to constantly learn, but what new skills are employers asking for — both now and in the coming years? Join this webinar to learn how to position your career to stay ahead of the latest technology trends, from AI to cloud security to the latest security controls. Then, start future-proofing your career for long-term success.
Join this webinar to learn:
- How the market for cybersecurity professionals is evolving
- Strategies to pivot your skillset and get ahead of the curve
- Top skills to stay relevant in the coming years
- Plus, career questions from live attendees
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Environmental science 1.What is environmental science and components of envir...Deepika
Environmental science for Degree ,Engineering and pharmacy background.you can learn about multidisciplinary of nature and Natural resources with notes, examples and studies.
1.What is environmental science and components of environmental science
2. Explain about multidisciplinary of nature.
3. Explain about natural resources and its types
Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
1. K.THIYAGU EDUTRACK JOURNAL 2011
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WEB 2.0 TOOLS FOR CLASSROOM APPLICATIONS
K.THIYAGU,
Assistant Professor in Mathematics,
Tamilnadu. India
thiyagusuri@gmail.com
ABSTRACT
With the evolution of the World Wide Web, online teaching and learning has
gained a tremendous amount of popularity. New Web teaching and learning tools are
created at a fast pace to help better address the multitude of teaching and learning
styles. However, little research exists on how learning environments can be created
that successfully combine online teaching and learning with traditional classroom
environments to enhance student learning. This article introduces a model that
addresses how an effective combination of online and traditional classroom teaching
can be obtained. The article shows how online tools helpful in class room. This article
explores some of the important web2.0 tools in classroom applications and also
explains the classroom performance of tools.
INTRODUCTION
The World Wide Web and Internet technology in general, is constantly
evolving. Growing from early roots as a relatively static network of hyperlinked
documents, Web 2.0 refers to a perceived second-generation of Web-based
technologies including online communities, wikis, forums, blogs and chat rooms –
technology which combines to form the basis for online social networking. Although
the name, “Web 2.0” suggests that there is a newer version of the Internet, in truth,
there is no specific Web 2.0 program or software. No upgrades are required, and you
won’t find system specifications for it. Web 2.0 is merely a commonly used marketing
label for the rich interactivity that many online destinations now offer to their members.
Most of the technologies people think of when describing Web 2.0, such as live, real-
time databases, content editors that allow instantaneous worldwide publishing and
interactive communities with blogs, forums and chat rooms… have been available
since the earliest days of the Web.
2. K.THIYAGU EDUTRACK JOURNAL 2011
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WEB 2.0
In the 21st
century, a series of technological developments are being occurred.
One of the new technological developments is called as Web 2.0. This term states a
renaissance for web resources and tools by containing collaboration and social
interaction. Web 2.0 includes community learning and collaborative learning in a social
process. (Owen, Grant, Sayers and Facer, 2006). Schneider, (2006) analyzed the
historical growth process of learning technologies generally by using a schedule below:
Table: 1
The Growth of Learning Technologies
1960’s- 2010’s Instructor- Led Training
1970’s- 2010’s Sound-Video- Multimedia
1980’s- 2010’s Computer Aided Learning
1990’s- 2010’s Office Applications
Assessment Tools
Interactive Communication
Tools
World Wide Web
e-learning 1.0
2000’s-2010’s e-learning 2.0
E-Learning describes as using of internet technologies for creating and
delivering a rich learning environment. This learning environment includes a broad
series of solutions, information resources and instruction. The goal of e-Learning is
enhancing the individual and the organizational performance (Rosenberg, 2006). Web
1.0 describes as collection of web sites (read only web sites). Current trends of web
technologies and tools are changed today. E-Learning 2.0 and Web 2.0 (read and write
web sites) are the popular concepts for all organizations.
WEB 2.0 TOOLS FOR CLASSROOM:
Google Earth: (http://earth.google.com)
Google Earth makes Google Maps in 3D visual, 3D globe for your computer
that includes traditional mapping, layered terrain, cultural landmarks, etc. Teachers in
all content areas can use Google Earth for numerous interactive lessons. Students can
create 3D trips, explore in “real time,” collaborate with others on an exploration, “fly”
over terrains around the world. Maps and explorations can be built, shared, saved and
exported into movies and other presentations.
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Google Maps: (http://maps.google.com)
Google Maps provides standard map directions, as well as real-time traffic
information in major cities, satellite views, and saved maps and directions. Teachers in
all content areas can use Google Maps for a wealth of digital storytelling ideas.
Students can create directional maps that provide a narrated vacation trip or a recreation
of an historic explorer’s path across the world, etc. In addition, students can create
personalized maps with overlays of specific regions as they explain weather, embed
videos that highlight national events and promote numerous other student-produced
projects.
iGoogle: (http://www.google.com/ig)
This is an aggregator page to manage multiple blog, wiki and podcast
subscriptions. RSS page aggregators allow users to subscribe to blog “feeds.” Setting
up an RSS page means that blog updates, podcast distributions, etc., are automatically
fed into this page, so that users no longer have to visit those pages to view updates.
RSS subscription services such as iGoogle can be huge timesavers. Once teachers and
students decide which blogs, wiki feeds, podcasts, etc., they wish to subscribe to, they
establish this feed into the iGoogle page, and updates happen automatically from that
point forward. A teacher can set up a section of iGoogle that subscribes specifically to
various earthquake data feeds, for example. This allows students to keep abreast of this
information all in one place, avoiding the need to visit multiple Web pages to collect
the data.
Skype: (http://www.skype.com)
Skype is not a Web site, like most other social media resources. It is a software
program that looks much like a chat client. However, Skype actually connects voice,
video and group chat. Users can talk in real time over the Internet with other Skype
users. Groups can talk at once, these audio conversations can be recorded and archived,
and with a paid subscription, even traditional landlines or cell phones can join in a
Skype conference call. Educators all over the world are using Skype for various
reasons, not the least of which is the fact that it’s free in basic format. Students can use
the basic chat function, just like any other instant-messaging chat program.
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Teacher Tube: (http://www.teachertube.com)
Teacher tube is an educational social video-sharing site for teachers. Users can
watch, subscribe to, create and share free instructional videos. YouTube is probably
blocked in most schools. Teacher Tube shouldn’t be. Teacher Tube is an online
collection of home-grown (and some professional) video content, housed in a Web site
structure designed just like YouTube. Teachers will find many short, instructional
videos like “The Pythagorean Theorem in 3 minutes” and “The Rapping Algebra
Teacher.” It’s also a great place to share videos of your own snippets of instruction so
your students can see you demonstrate lessons. The videos are free and, like most new
media/Web 2.0 sites, users can subscribe and be updated when new videos are
uploaded that meet predefined criteria.
School Tube: (http://www.schooltube.com)
School Tube’s goal is to build on sites like YouTube and TeacherTube and
create a place for student-created, educational videos. The site’s format looks and feels
much like YouTube and TeacherTube, but it is clearly student focused and driven.
SchoolTube offers a unique way to key into the high level of interest students have in
sites like YouTube, yet retain a safe area with an educational focus. SchoolTube allows
school groups to upload videos and share, discuss, comment and remix work all online.
There are guides available for teachers and students aimed at helping each audience
make the best of shared video in the classroom. SchoolTube also offers contests, quick
tips and tutorial videos on how to become an effective videographer, producer and
collaborator.
Boolify: (http://www.boolify.org)
The Boolify Website uses Google’s search engine but lays visual markers on
top of that for constructing a Boolean search. This visual display makes it easy for
users to conceptualize their search and better predict what keywords might provide
better search returns. Students often have trouble searching effectively and quickly.
This can lead to ineffective or inaccurate search results. The Boolify tool helps students
visualize what Boolean searching means, and how it impacts search results. This
particular site is nice also, because it automatically uses Google Safe Search settings,
which can reduce inappropriate returns more so than general Google searching.
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Picasa: (http://picasa.google.com)
Picasa is a free tool that lets teachers and students get their digital photos
organized and into a usable structure. Photos can be tagged, sorted by date or filtered
by topic r location. In addition, the tool has basic photo editing capabilities built in.
Most teachers take tons of digital photos, but they are generally scattered around the
computer. Picasa makes it easy to get those photos organized, so students can more
easily locate them for projects. Teachers could group photos by topic, location,
purpose, etc. Students “flip” through photos or search by tags/keywords. Users can also
have some photos automatically synchronized to Web folders so others can see
classroom photos easily and in real time.
Flickr: (http://www.flickr.com)
While the ability to store photos online is nothing new, a social photo-sharing
site offers new benefits. Users can view, comment and subscribe to photo streams,
establish private groups for photos, and use the photos in numerous ways under a
Creative Commons license. Social photo sharing offers a wealth of benefits. There are
literally millions of photos available to view and, in most cases, use extensively in an
educational setting. Teachers can establish banks of thousands of photos, very easily
categorized by topic and need, so that students pull from these photos for various
classroom projects.
Audacity: (http://audacity.sourceforge.net)
Audacity is downloadable, free software for creating, editing and remixing
audio. Audacity is free, open source software that allows users to record audio from
any basic microphone, edit multiple audio tracks together, enhance audio, create
podcasts, etc. It is a very easy-to-use tool that is compatible with Mac, PC, Linux, etc.,
and requires very little operating power or disk space.
Classtools: (www.classtools.net)
Create free, web-based educational games, activities and diagrams using Flash,
but with an easy to use interface. Host them on your own blog, website, or Intranet.
Teachers and students can create their own tutorials, demonstrations, diagrams,
animations. The website is free, but if your animations are hosted on their website,
there are Google Ads present.
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Curriki: (http://www.curriki.org)
Curriki takes the power and ease of a wiki and allows educators to be part of a
worldwide group whose mission is to share free lessons, resources, new media / Web
2.0 tools and activities. Teachers can use Curriki to search for lessons and units that
involve new media/Web 2.0 tools. It is a community of educators from around the
world, and the site is built, like most wikis, from users uploading and creating content
to be shared with other teachers.
Google Calendar: (http://calendar.google.com)
Google Calendar is one of the most full-featured Web based calendars and it’s
totally free. Teachers can create a classroom calendar to which students, parents and
other teachers can subscribe. By subscribing, students can receive e-mail notifications
automatically about upcoming events. In addition, if teachers have parents’ or students’
cell phone numbers, the notifications can be sent as text messages. Teachers can have
multiple calendars associated with one Google account, so they can create one calendar
per course taught, yet manage them all from one login.
Google Docs: (http://docs.google.com)
It acts as a word processor, delivered via any browser, with collaborative
functionality and wiki like editing. Google Docs makes it easy to allow students to
work in groups, in a secure environment, with teacher tracking. For example, teachers
can create a Google Doc in which a group of five students collaborate. Each student
logs in with a password, and each edit is tracked and easily followed by others who
have been assigned to collaborate on the document. Since the application is Web-based,
students can work from any Internet-connected computer, and their work is
automatically saved. When the group work is done, the documents are easily published
on the Web, fed into a blog or saved in any popular office formats.
Slide share: (http://www.slideshare.net)
Slideshare is a place to share slideshows such as Microsoft PowerPoint and
Apple’s Keynote. The slides are uploaded from any computer and housed at the site in
Adobe Flash format. This allows presentations to be shared with anyone with an
Internet connection, without having to actually send files back and forth between users.
The social media aspect of this site allows users to view, comment on and interact with
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slides in a way that is not possible with the typical presentation mode of these
slideshows. Teachers and students can produce and upload slideshows that can be
viewed, discussed and shared by other users.
Classroom 2.0 Ning: (http://classroom20.ning.com)
This is a social networking site for educators. Ning is a commercial Web site
that offers user-generated social networks. Students spend countless hours in social
networks connecting to friends, creating original work, chatting, sharing photos, and so
on. While social networking in the classroom may present more challenges than it’s
worth, social networks for adult educators can provide a fascinating insight into the
mind of a MySpace user, but with true benefits for those trying to master a world of
technology in which they are not native. The sample sites here are social networks
specifically built with teachers in mind. Users will not find inappropriate photos, or
teens lurking. What they will find are thousands of teachers interacting with each other
sharing lessons, photo streams, teacher-produced (and classroom-safe) videos, etc.
This particular utility will no doubt be more helpful as teacher productivity and
learning tool; it is less likely to be applicable in the classroom until schools figure out
how to manage the social networking side of students’ lives.
Twitter: (http://www.twitter.com)
Twitter is a microblogging tool. Twitter offers a way for users to microblog in
short “blasts” on any topic that the microblogger’s readers would be interested in
knowing more about. Twitter users can subscribe to others’ blasts, and receive updates
via Web, RSS readers, or even cell phone text messaging. Twitter can be used by
teachers to set up “class blasts” that are sent out to students at any time about current
topics, timely events or questions, etc. In addition, teachers can use Twitter easily to
send out class wide announcements that in the past have gotten lost in book bags and
jean pockets. Teachers can distribute these shorts bursts of information via the Web, e-
mail or cell phone text messages. Receivers can choose the same formats in which to
receive these. This tool can help with parental communications, student collaborations,
or just as one method to make more productive use of students’ cell phones.
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CONCLUSION:
Changing information and communication technologies affect organizational
and management structures of institutions. Therefore institutions must reconstruct their
organizational structures in view of the technological speed of change as creating
flexible and rich learning environments for people. With the gaining speed of
technological progress, information and communication technologies are opening up
new facilities for learners and learning. Thus the web 2.0 tools have significant roles to
play in teaching and learning process and hence it is the high time for the teachers to
get an awareness of these resources for their future academic growth.
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