These slides provide some information about we use Moodle at White Oak Intermediate School. For further information you may contact me at the email on the last slide.
Digital content leadingpractice_webconference6_june8Colleen Hodgins
This document summarizes a web conference that took place on June 8, 2012. It provides an agenda for the conference that includes reviewing feedback from a previous workshop, discussing action learning projects and how attendees can be helped, and choosing presentation formats such as Prezi, videos, ebooks, and voicethread. The document also provides next steps which are the next web conference on June 22 and an in-person workshop in September, as well as contact information for the organizer.
The document presents 30 web tools that can boost teaching, as curated by Rafael Scapin, Coordinator of Educational Technology at Dawson College. The tools cover a wide range of uses including document creation and sharing (Google Drive, Dropbox), giving feedback to students (Kaizena), creating presentations (Slideshare, Prezi) and websites (Weebly), recording and editing audio/video (Jing, Screenr, TubeChop), note taking (Evernote, LiveBinders), quizzes and tests (ClassMarker), citations (EasyBib), and more. Questions are welcomed with contact information provided.
This document discusses how teachers can transform their secondary classrooms by using Web 2.0 tools. It begins by defining Web 2.0 and how classrooms have evolved from consuming to producing content. The document then provides reasons for using Web 2.0 tools with students such as motivating students, making it easy to monitor participation, and encouraging students to create content. It also discusses establishing an online presence through tools like blogs, social networking, and Google Apps. Specific Web 2.0 tools are then presented that can be used in the classroom like Dropbox, LiveBinder, and tools for digital storytelling.
This document provides an overview of 21st century skills and resources for integrating them into the English Language Arts classroom. It discusses the digital nature of today's students and defines the role of a 21st century literacy specialist. A variety of websites and tools are listed that can help teach skills like digital storytelling, blogging, citation generation and more.
This document discusses using Web 2.0 tools to digitally transform classrooms. It encourages teachers to establish an online presence through blogging, social networking and other tools to better engage absent students and encourage participation and content creation. The document emphasizes that these tools can motivate students and open lines of communication if teachers get involved in personal learning networks to stay current on new technologies for teaching.
This document summarizes the implementation of Web 2.0 technologies at Hawkesdale P12 College by teachers Anne Mirtschin and Jess McCulloch. They began by setting up individual blogs and wikispaces to lay the groundwork for a virtual school. Over six months, 70% of teaching staff began blogging and some ancillary staff as well. Wikis were set up in the math and science faculties. Staff training involved introducing tools for personal use to encourage adoption. By 2008, 10 minute tech sessions at staff meetings and informal lunch discussions helped drive continued exchange of ideas. Students took ownership of many blogs. The school is now enrolling in global projects and establishing networks to expand use of mobile technologies and video
Fetc 2011 Transforming the Secondary Classroom with Web 2.0 ToolsStephen Veliz
This document discusses using Web 2.0 tools in secondary classrooms. It outlines reasons to use these tools, including motivating students, easy monitoring, encouraging student content creation and participation. It then provides an overview of establishing an online presence through websites, blogs, social networking and bookmarking. Specific Web 2.0 tools are also discussed, such as Google Apps, digital storytelling with PhotoStory or iMovie, and connecting with a personal learning network.
Transform Your Classroom with Web 2.0 ToolsStephen Veliz
This document discusses how teachers can use Web 2.0 tools to digitally transform their classrooms. It explains that Web 2.0 tools encourage students to become content producers rather than just consumers of content. The document provides examples of various Web 2.0 tools like social networking, blogging, microblogging, and social bookmarking that teachers can use. It emphasizes that these tools motivate students, make it easy to monitor participation and communication, and encourage students to create their own content.
Digital content leadingpractice_webconference6_june8Colleen Hodgins
This document summarizes a web conference that took place on June 8, 2012. It provides an agenda for the conference that includes reviewing feedback from a previous workshop, discussing action learning projects and how attendees can be helped, and choosing presentation formats such as Prezi, videos, ebooks, and voicethread. The document also provides next steps which are the next web conference on June 22 and an in-person workshop in September, as well as contact information for the organizer.
The document presents 30 web tools that can boost teaching, as curated by Rafael Scapin, Coordinator of Educational Technology at Dawson College. The tools cover a wide range of uses including document creation and sharing (Google Drive, Dropbox), giving feedback to students (Kaizena), creating presentations (Slideshare, Prezi) and websites (Weebly), recording and editing audio/video (Jing, Screenr, TubeChop), note taking (Evernote, LiveBinders), quizzes and tests (ClassMarker), citations (EasyBib), and more. Questions are welcomed with contact information provided.
This document discusses how teachers can transform their secondary classrooms by using Web 2.0 tools. It begins by defining Web 2.0 and how classrooms have evolved from consuming to producing content. The document then provides reasons for using Web 2.0 tools with students such as motivating students, making it easy to monitor participation, and encouraging students to create content. It also discusses establishing an online presence through tools like blogs, social networking, and Google Apps. Specific Web 2.0 tools are then presented that can be used in the classroom like Dropbox, LiveBinder, and tools for digital storytelling.
This document provides an overview of 21st century skills and resources for integrating them into the English Language Arts classroom. It discusses the digital nature of today's students and defines the role of a 21st century literacy specialist. A variety of websites and tools are listed that can help teach skills like digital storytelling, blogging, citation generation and more.
This document discusses using Web 2.0 tools to digitally transform classrooms. It encourages teachers to establish an online presence through blogging, social networking and other tools to better engage absent students and encourage participation and content creation. The document emphasizes that these tools can motivate students and open lines of communication if teachers get involved in personal learning networks to stay current on new technologies for teaching.
This document summarizes the implementation of Web 2.0 technologies at Hawkesdale P12 College by teachers Anne Mirtschin and Jess McCulloch. They began by setting up individual blogs and wikispaces to lay the groundwork for a virtual school. Over six months, 70% of teaching staff began blogging and some ancillary staff as well. Wikis were set up in the math and science faculties. Staff training involved introducing tools for personal use to encourage adoption. By 2008, 10 minute tech sessions at staff meetings and informal lunch discussions helped drive continued exchange of ideas. Students took ownership of many blogs. The school is now enrolling in global projects and establishing networks to expand use of mobile technologies and video
Fetc 2011 Transforming the Secondary Classroom with Web 2.0 ToolsStephen Veliz
This document discusses using Web 2.0 tools in secondary classrooms. It outlines reasons to use these tools, including motivating students, easy monitoring, encouraging student content creation and participation. It then provides an overview of establishing an online presence through websites, blogs, social networking and bookmarking. Specific Web 2.0 tools are also discussed, such as Google Apps, digital storytelling with PhotoStory or iMovie, and connecting with a personal learning network.
Transform Your Classroom with Web 2.0 ToolsStephen Veliz
This document discusses how teachers can use Web 2.0 tools to digitally transform their classrooms. It explains that Web 2.0 tools encourage students to become content producers rather than just consumers of content. The document provides examples of various Web 2.0 tools like social networking, blogging, microblogging, and social bookmarking that teachers can use. It emphasizes that these tools motivate students, make it easy to monitor participation and communication, and encourage students to create their own content.
This document discusses the use of Web 2.0 tools in the classroom. It notes that Web 1.0 focused on content consumption while Web 2.0 enables content production. Web 2.0 tools can motivate students, make monitoring easier, encourage student content creation and participation. Using these tools is important for today's students and engaging with the tools ourselves is necessary to integrate them into teaching. Several specific Web 2.0 tools are mentioned, including Dropbox, Livebinder and blogging.
This document discusses the benefits of blogging for teachers. It defines a blog as a chronological series of web pages containing information. Blogs are a powerful way to share ideas with colleagues, build relationships, and keep open communication with students and parents. They allow teachers to have a 24/7 online classroom and engage digital native students. Blogs can also serve as an online portfolio to catalog teaching experiences and reflections. With commitment and finding a unique theme, blogs may potentially earn profits through advertising.
Blogging With Students: Ideas to enhance CommunicationCarla Arena
The document discusses using blogging to enhance communication with students. It provides ideas for different types of blogs, including blogs focused on connections, content and guidance, collaborating and sharing, promoting dialogue, and personal stories. The document also lists many online tools that can be used for blogging and provides example blog links. It emphasizes that blogging is about getting students involved, motivating higher-order thinking, taking risks and trying new approaches to surprise students.
This document contains tweets and links from Chris Scott about various educational resources from CK-12, a nonprofit that provides free online textbooks and practice exercises. It promotes FlexMath for online algebra practice, SAT prep through ineedapencil.org, social study groups on StudyHelp for Facebook, and comprehensive math and science practice on Braingenie. It also contains information on building custom textbooks called Flexbooks on CK-12 and a message about innovative education from the CK-12 founder.
Shaping new ways of teaching #business einglish in uzbekistan.Halima Ozimova
One of my Google documents is called "The optional KWHL Strategy for my Professional Development".
I like the format of this Google document, because it is made in the very Teaching/Learning style!
The letter K stands for Knowledge!
What do I know?
W
What do I want to know
H
How will I get the information?
The letter L stands for Learning!
What do I learn?
And that is very important! I Learn to Teach! I Learn Every DAY, but Teach new obtained Knowledge and Skills due my schedule...
This document summarizes Rafael Scapin's presentation on the best web tools to boost teaching. It provides 32 different web tools across categories like document creation, file sharing, screen recording, image editing, note taking, quizzes, and more. For each tool, it lists the website URL and a brief description of its functionality. The overall presentation aims to introduce teachers to useful free online resources that can enhance their teaching practices.
Blogs can enhance communication for school administrators by harnessing collective thoughts to assist with problem solving. They allow administrators to use blogs for parent communication, faculty communication, professional discussions, book talks, and networking with colleges. Some recommended blogs for administrators include edubloggerdir.blogspot.com, edleaderweb.net/blog, www.leadertalk.org, and www.practicalprincipals.net.
Uber University: New Learning Paradigms In Open & Flexible LearningNurkhamimi Zainuddin
Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.
Web 2.0 tools can be useful in education by facilitating collaboration and sharing between teachers and students. Some recommended tools include Blackflip for social bookmarking and organizing websites, Podcastpeople for creating audio and video podcasts that can be used for student projects, and Google Docs for collaborative writing and editing in real time. As technology use is rising in education, it is important for schools and teachers to incorporate these digital tools to engage modern students.
Web 2.0 tools allow users to create, collaborate on, and share content online easily without downloads. Some useful classroom tools include Glogster for creating interactive posters; Popplet for visual organization; Kidblog for student blogging and conversations; wikis like Wikispaces for collaborative writing; Slideshare for sharing presentations; and Flickr for photo storage and sharing. These tools engage students and help teachers incorporate new technologies into lessons.
This presents the need and possibility of creating CEFE courses over the internet using Web 2.0 technologies. This was presented in the Balkan CEFE Trainer's Conference in Belgrade last April 10, 2010.
1. Future learning will involve more communication and interaction among teachers using web 2.0 tools like blogs, social bookmarking, video conferencing, and wikis.
2. Teachers can attend both online and in-person conferences to further their professional development and learn new skills for engaging students.
3. Social networks, photo sharing, podcasts, and popular media sites provide ways for teachers to connect, share resources and stay up to date on innovations in education.
Making Connections: Connecting students with authentic audiencesDET
This document discusses connecting students to authentic audiences through project-based learning, wikis, and Twitter. It provides examples of a poetry project wiki and using Twitter to connect a class to the real world. Key takeaways are that having a public audience for student work increases motivation, adding authenticity, and that graduates need instruction in various communication modes. A blend of online and offline environments provides more opportunities for students to find audiences and build professional learning networks.
The document discusses four educational tools: Active Allowance which teaches money management skills, E-Learning for Kids which provides online lessons in various subjects, Childnet International which aims to make the internet safe for children, and Go2web20 which allows teachers to create online classroom communities. The tools can be used by teachers to cover different subject areas, develop student projects, and provide supplemental learning resources for students and parents.
This document provides an overview of a blended learning professional development course called the Blended Learning in the Classroom (BLiC) Project. It outlines the following key details:
- The course involves 8 hours of work per module completed virtually and during face-to-face sessions.
- Participants will attend required virtual sessions on Sundays at 7 PM and complete a time log.
- The document defines blended learning and provides examples of blended learning models from the elementary and secondary levels.
- Participants are given tips for managing their time and schedule to complete the coursework successfully.
Active Engagment in the 21st Century Classroomdont96
This document provides an agenda for a presentation on engaging 21st century learners through the use of technology tools and "Quad D" teaching strategies. The presentation introduces 10 strategies for increasing student engagement, including the use of technology tools like Google Docs, Prezi, Scoop.it, PicLit, and Text2MindMap. It also describes "Quad D" activities where students think and work independently or collaboratively, such as anchoring assignments, portfolios, learning contracts, and WebQuests. The document aims to answer the essential question of how to effectively teach 21st century learners.
The document discusses how Moodle, a learning management system, can be used effectively in elementary education. It provides examples of how different elementary teachers are using Moodle for subjects like counting, spelling, reading assessments, and more. It also suggests other potential uses like professional development, virtual field trips, and interactive whiteboards. The document encourages elementary educators to explore utilizing Moodle beyond traditional secondary education uses.
The document discusses various ways that QR codes can be used in education, including having students create book trailers and videos then attach the corresponding QR codes, and teachers creating codes that lead to classroom procedures or quiz answers. It also provides tips for managing a classroom set of iPods and ideas for fundraising to obtain devices.
This document discusses the use of Web 2.0 tools in the classroom. It notes that Web 1.0 focused on content consumption while Web 2.0 enables content production. Web 2.0 tools can motivate students, make monitoring easier, encourage student content creation and participation. Using these tools is important for today's students and engaging with the tools ourselves is necessary to integrate them into teaching. Several specific Web 2.0 tools are mentioned, including Dropbox, Livebinder and blogging.
This document discusses the benefits of blogging for teachers. It defines a blog as a chronological series of web pages containing information. Blogs are a powerful way to share ideas with colleagues, build relationships, and keep open communication with students and parents. They allow teachers to have a 24/7 online classroom and engage digital native students. Blogs can also serve as an online portfolio to catalog teaching experiences and reflections. With commitment and finding a unique theme, blogs may potentially earn profits through advertising.
Blogging With Students: Ideas to enhance CommunicationCarla Arena
The document discusses using blogging to enhance communication with students. It provides ideas for different types of blogs, including blogs focused on connections, content and guidance, collaborating and sharing, promoting dialogue, and personal stories. The document also lists many online tools that can be used for blogging and provides example blog links. It emphasizes that blogging is about getting students involved, motivating higher-order thinking, taking risks and trying new approaches to surprise students.
This document contains tweets and links from Chris Scott about various educational resources from CK-12, a nonprofit that provides free online textbooks and practice exercises. It promotes FlexMath for online algebra practice, SAT prep through ineedapencil.org, social study groups on StudyHelp for Facebook, and comprehensive math and science practice on Braingenie. It also contains information on building custom textbooks called Flexbooks on CK-12 and a message about innovative education from the CK-12 founder.
Shaping new ways of teaching #business einglish in uzbekistan.Halima Ozimova
One of my Google documents is called "The optional KWHL Strategy for my Professional Development".
I like the format of this Google document, because it is made in the very Teaching/Learning style!
The letter K stands for Knowledge!
What do I know?
W
What do I want to know
H
How will I get the information?
The letter L stands for Learning!
What do I learn?
And that is very important! I Learn to Teach! I Learn Every DAY, but Teach new obtained Knowledge and Skills due my schedule...
This document summarizes Rafael Scapin's presentation on the best web tools to boost teaching. It provides 32 different web tools across categories like document creation, file sharing, screen recording, image editing, note taking, quizzes, and more. For each tool, it lists the website URL and a brief description of its functionality. The overall presentation aims to introduce teachers to useful free online resources that can enhance their teaching practices.
Blogs can enhance communication for school administrators by harnessing collective thoughts to assist with problem solving. They allow administrators to use blogs for parent communication, faculty communication, professional discussions, book talks, and networking with colleges. Some recommended blogs for administrators include edubloggerdir.blogspot.com, edleaderweb.net/blog, www.leadertalk.org, and www.practicalprincipals.net.
Uber University: New Learning Paradigms In Open & Flexible LearningNurkhamimi Zainuddin
Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.
Web 2.0 tools can be useful in education by facilitating collaboration and sharing between teachers and students. Some recommended tools include Blackflip for social bookmarking and organizing websites, Podcastpeople for creating audio and video podcasts that can be used for student projects, and Google Docs for collaborative writing and editing in real time. As technology use is rising in education, it is important for schools and teachers to incorporate these digital tools to engage modern students.
Web 2.0 tools allow users to create, collaborate on, and share content online easily without downloads. Some useful classroom tools include Glogster for creating interactive posters; Popplet for visual organization; Kidblog for student blogging and conversations; wikis like Wikispaces for collaborative writing; Slideshare for sharing presentations; and Flickr for photo storage and sharing. These tools engage students and help teachers incorporate new technologies into lessons.
This presents the need and possibility of creating CEFE courses over the internet using Web 2.0 technologies. This was presented in the Balkan CEFE Trainer's Conference in Belgrade last April 10, 2010.
1. Future learning will involve more communication and interaction among teachers using web 2.0 tools like blogs, social bookmarking, video conferencing, and wikis.
2. Teachers can attend both online and in-person conferences to further their professional development and learn new skills for engaging students.
3. Social networks, photo sharing, podcasts, and popular media sites provide ways for teachers to connect, share resources and stay up to date on innovations in education.
Making Connections: Connecting students with authentic audiencesDET
This document discusses connecting students to authentic audiences through project-based learning, wikis, and Twitter. It provides examples of a poetry project wiki and using Twitter to connect a class to the real world. Key takeaways are that having a public audience for student work increases motivation, adding authenticity, and that graduates need instruction in various communication modes. A blend of online and offline environments provides more opportunities for students to find audiences and build professional learning networks.
The document discusses four educational tools: Active Allowance which teaches money management skills, E-Learning for Kids which provides online lessons in various subjects, Childnet International which aims to make the internet safe for children, and Go2web20 which allows teachers to create online classroom communities. The tools can be used by teachers to cover different subject areas, develop student projects, and provide supplemental learning resources for students and parents.
This document provides an overview of a blended learning professional development course called the Blended Learning in the Classroom (BLiC) Project. It outlines the following key details:
- The course involves 8 hours of work per module completed virtually and during face-to-face sessions.
- Participants will attend required virtual sessions on Sundays at 7 PM and complete a time log.
- The document defines blended learning and provides examples of blended learning models from the elementary and secondary levels.
- Participants are given tips for managing their time and schedule to complete the coursework successfully.
Active Engagment in the 21st Century Classroomdont96
This document provides an agenda for a presentation on engaging 21st century learners through the use of technology tools and "Quad D" teaching strategies. The presentation introduces 10 strategies for increasing student engagement, including the use of technology tools like Google Docs, Prezi, Scoop.it, PicLit, and Text2MindMap. It also describes "Quad D" activities where students think and work independently or collaboratively, such as anchoring assignments, portfolios, learning contracts, and WebQuests. The document aims to answer the essential question of how to effectively teach 21st century learners.
The document discusses how Moodle, a learning management system, can be used effectively in elementary education. It provides examples of how different elementary teachers are using Moodle for subjects like counting, spelling, reading assessments, and more. It also suggests other potential uses like professional development, virtual field trips, and interactive whiteboards. The document encourages elementary educators to explore utilizing Moodle beyond traditional secondary education uses.
The document discusses various ways that QR codes can be used in education, including having students create book trailers and videos then attach the corresponding QR codes, and teachers creating codes that lead to classroom procedures or quiz answers. It also provides tips for managing a classroom set of iPods and ideas for fundraising to obtain devices.
This document discusses how Moodle, a learning management system, can be used effectively in elementary school classrooms and academics. It provides examples of how different elementary school teachers are using Moodle for subjects like counting, spelling, reading assessments, and more. The document also suggests other potential uses of Moodle like professional development, virtual field trips, and tech tutorials. It encourages the reader to explore Moodle's capabilities and login as a guest to browse examples.
Pam Cranford and Rebecca Ganong presented on starting blogs for students. They discussed why teachers should have their students blog, including how it allows students to make an impact and share their work. They provided examples of student blogs and blog platforms like WordPress and Blogger that are free to use. The presenters encouraged attendees to visit the TCEA website for more information on blogging and to contact them if they have any other questions.
This document discusses blogging and provides reasons why teachers should consider starting their own blog. It lists several example education blogs and free blogging platforms like WordPress and Blogger that teachers can use. It encourages teachers to contact two staffers, Pam Cranford and Rebecca Ganong, if they are ready to make an impact with their own blog.
The document discusses the Bounce app and how it can be used. It mentions a QR wildflower project and using Bounce. It provides the contact information for Pam Cranford and Nina Peery who can provide more details about using Bounce.
This document discusses the possibilities and benefits of using Moodle, an open-source learning management system, for differentiated instruction, e-learning, assessment, collaboration, and communication for teachers and students. It provides an overview of Moodle templates, categories, topics, and lessons that can be used. Resources for getting started with Moodle are also listed. The document emphasizes that teachers are agents of change and that Moodle allows teachers to share resources and lessons to save time and energy.
This document provides an overview of Moodle, an open-source learning management system. Moodle allows teachers to create online courses, lessons, quizzes and more. It has over 9 million users in 200 countries. The document highlights how Moodle can be used for differentiated instruction, assessments, collaboration and communication. It provides several starting points for teachers interested in learning more about Moodle including demo sites, tutorials and training videos. In the last section, the author emphasizes that teachers are agents of change and that online learning platforms like Moodle give them new tools to transform education.
This document provides an overview and introduction to wikis and Moodle for educational purposes. It begins by asking about the audience's existing knowledge of online tools. It then outlines goals to learn about wikis, how they can be used in classrooms, and how to create one. Similar goals are outlined for learning about Moodle - how it can be used in classrooms and how to address specific concerns. The document then covers details about wikis like what they are, examples of educational wiki uses, and guidelines for student wiki use. It demonstrates real wiki platforms and provides an opportunity for hands-on practice. The document also covers Moodle basics, examples of school Moodle sites, how teachers can create individual sites, and
The document discusses the benefits of online learning and using the Moodle learning management system (LMS) in K-12 education. It argues that online learning prepares students for higher education, improves learning by allowing more dynamic content like videos and discussions, and enables collaborative and engaged learning. Moodle is presented as a free and intuitive alternative to commercial LMSs that makes it easy for teachers to create online courses and for students to access courses through a basic web browser. Examples of existing Moodle courses are provided.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
The document discusses ways for media specialists and teacher-librarians to foster collaboration and build partnerships with classroom teachers. It recommends connecting with teachers by making the media center a hub, customizing resources, staying relevant on educational technology and standards, surveying teacher needs, becoming part of a professional learning network, and making resources available digitally. Building trust, respect, communication and finding relevance in each other's work are keys to successful relationships.
This document discusses the use of Moodle at Linton Village College in South Cambridgeshire. It provides background on why the school chose Moodle over other learning platforms and how it has developed its use over time. Key developments include setting up teacher workshops, including Moodle in performance reviews, creating student web crews and e-portfolios, and expanding its use across subjects and grades. The presentation also outlines plans for further developing Moodle at the school and collaborating with other schools in Cambridgeshire through a shared website.
Moodle is an open-source learning management system that allows educators to create online courses, post documents, manage discussions, and administer quizzes and surveys. It provides features like a class schedule, assignments, profiles, chats, wikis, a glossary, email, lessons, and workshops. Moodle encourages collaboration among students and is customizable to fit the needs of different courses. Online learning through Moodle can help students who have fallen behind by enhancing the curriculum and providing additional support. It also allows students to collaborate, show their understanding, and develop 21st century skills through student-centered activities in a global learning environment.
Course management systems, also known as virtual learning environments, allow the creation of online courses and sites to enhance teaching and differentiate learning. Moodle is one free web application that can benefit both students and teachers. It allows teachers more flexibility in using technology and creating new learning environments for students who need extra instruction. While online learning provides benefits like accessibility and collaboration, some potential issues include lack of internet access, insufficient teacher training, and lack of funding. With time and effort, online learning can help create an effective learning community that connects students to material and each other.
Kidblog: A great instructional tool for today's studentsdcornwell
This document discusses how Kidblog can be used as a beneficial instructional tool for students. It provides support from learning theories like social learning, constructivism, and connectivism for how blogging improves students' confidence, writing skills, and collaboration abilities. Kidblog is highlighted as a safe and easy to use blogging platform for students on any device. The document provides tips for teachers on setting up Kidblog accounts, establishing expectations, and using it to assess students. Examples of class Kidblog pages are also included.
How Moodle LMS Provides Quality E-Learning Opportunities During the Covid-19 ...IDS Logic Pvt. Ltd.
E-learning is an emerging field and as a promising instructional medium, it has a great impact on teaching and learning activities. The fundamental nature of e-learning is that it differs from face to face delivery, thereby requiring some more features for course development, interaction and online assessment.
Learning Contemporary Techniques In Teaching Practices:Blackboard and Edmodo
“Today’s digital natives hunger for new educational approaches. Educators are more willing than ever to teach with technology, if it’s powerful and easy to use.”
Contemporary : happening, existing, living.
Technology : techniques, skills, methods.
Contemporary Technologies
Technologies using in present time
Contemporary Technologies enhance learning effectively?
The document discusses cyber schooling, also known as virtual school. It provides examples of cyber schools and classrooms. Cyber schooling transforms the internet into an environment for teaching and learning. It benefits both teachers and students by providing tools for communication, sharing work, and accessing resources. Some advantages include flexibility without needing to attend in-person and opportunities for students who can no longer attend regular schools. However, a disadvantage is the lack of direct interaction with professors and socialization.
This document discusses using blogging to connect classrooms both within and beyond the school. It provides a brief history of the school's blogging efforts since 2010, including establishing class blogs and a student blogging challenge. Six key reasons for blogging are outlined: creating a positive digital footprint, practicing effective digital citizenship, promoting transparency and accountability, providing opportunities for feedback, using new web tools, and developing writing and creative skills. Potential issues with blogging are also acknowledged, such as starting blogs, gaining consent, maintaining audience and commitment over time.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as events that traditionally took place in class now taking place outside of class and vice versa. The flipped classroom leverages technology to pair learning activities with the appropriate learning environment. While it may include students watching recorded lectures at home, that is not required. The document outlines why educators may want to flip their classroom, such as students taking a more active role in learning and gaining a deeper understanding. It also provides tips on designing flipped lessons and lists tools that can be used to create, present, distribute, and reflect on flipped content. The document aims to inspire teachers to rethink their pedagogy and use technology to change how they have always taught.
The document summarizes an internship project to digitize teaching materials for the Colorado Chinese Language School (CCLS). The intern proposed using Moodle to create online lessons, quizzes, grades and forums. However, issues arose. The principal wanted the website integrated with Moodle for a unified user experience. The intern then suggested ways to combine features from both platforms. However, the project was not fully implemented within the time frame due to technical constraints of integrating the systems and a lack of support staff. The intern reflected on lessons learned about thorough analysis and contingency planning for unexpected challenges in future projects.
The document discusses the benefits of blogging for teachers, students, administrators, and principals. It notes that blogging can be used by teachers to share resources with students, facilitate mentor relationships, and communicate with parents. For students, blogging allows them to share information, answer questions, engage in creative writing, and collaborate on projects. Administrators can benefit from blogging through improved communication with staff and parents, as well as for marketing and public relations purposes. The document promotes a Principal Blogging Project that aims to get 100 principals blogging within 100 days.
The document discusses the use of learning management systems and emerging technologies in the Lapeer Community School district. It describes systems like Moodle, PowerTeacher, and Education 2020 that are being implemented. However, it notes that the district is limited by factors like low socioeconomic status, lack of technology resources, and some resistance from senior teaching staff. While some students are benefiting from online programs, most do not have home internet access to fully participate in technology-enhanced learning. The recap expresses frustration with only partial adoption of technologies due to the district's challenges.
The document discusses the use of learning management systems and emerging technologies in the Lapeer Community School district. It describes systems like Moodle, PowerTeacher, CPS e-Instruction, and Education 2020 that are being implemented. However, it notes that the district is limited by its rural location, low socioeconomic status, and lack of technology resources. While some students are benefiting from online programs, many teachers still instruct using traditional methods. The author is excited by improvements but frustrated by the availability of computers and students' lack of home internet access.
This document provides information about organizing online resources using Symbaloo and includes contact information for Nina Peery and Pam Cranford. It lists various social media platforms and tags related to topics like delicious tags, DMAC, Facebook, Pinterest, Eduphoria, LinkedIn, blogs, YouTube, Twitter, Diigo and bookmarking. The document encourages the reader who may be frustrated and provides a link to redeem a $10 coupon for Symbaloo as well as several Symbaloo website links including one for a professional development mix and one related to robotics.
This document provides information about organizing bookmarks and resources using Symbaloo, including URLs for getting started with Symbaloo and accessing example mixes. It lists social media tags and tools related to professional development. The document encourages the reader to start organizing their bookmarks at the listed Symbaloo URL if they are frustrated with other methods.
The document provides information about the transition from TAKS to STAAR testing in Texas for grades 3-5. It explains that STAAR will assess the Texas Essential Knowledge and Skills (TEKS) curriculum standards at a greater depth and complexity than TAKS. It outlines the subjects and grades that will be tested, the differences between STAAR and TAKS, and resources for students, parents and teachers to prepare for the new STAAR assessments.
The document lists the names and email addresses of several teachers from White Oak Independent School District. It also contains repeated sections showing various educational technology tools and websites for teaching.
The document discusses how Moodle, a learning management system, can be used effectively in elementary education. It provides examples of how different elementary teachers are using Moodle for subjects like counting, spelling, reading assessments, and more. It also suggests other potential uses like professional development, virtual field trips, and interactive whiteboards. The document encourages elementary educators to explore utilizing Moodle beyond traditional secondary education uses.
The document discusses various ways to use technology tools like Twitter, Skype, and online projects to connect classrooms globally. It provides lists of strategies for using Twitter, ways to use Skype, hosts of online projects, and explores putting an online curriculum into practice through embedded websites, student blogging, and Moodle.
The document discusses creating a global learning community within classrooms through the use of technology. It promotes using Twitter, Skype, and classroom blogs to connect students with others from different places. Specific tips are provided on setting up accounts and using the tools, such as protecting tweets, finding experts to communicate with on Twitter, and addressing privacy concerns with Skype. Overall, the document encourages starting small with one new technology and emphasizes that global connections can expand students' learning and awareness.
This document provides instructions for administering standardized tests to students. It outlines the testing schedule with dates for different subjects. It provides directions for teachers to prepare their classrooms and obtain testing materials. It describes protocols for monitoring students, accommodations for students with disabilities, and verbatim instructions that must be read to students.
This document provides instructions for administering the TAKS writing test. It outlines procedures such as setting up the testing room, distributing materials, monitoring students, and collecting tests. Key points include wearing a color-coded shirt, clearing hallways and rooms before testing, having students sign an oath sheet, actively monitoring students at all times, and arranging completed tests in sequential order before returning them.
This document provides instructions for administering the TAKS writing test. It outlines procedures such as setting up the testing room, distributing materials, monitoring students, and collecting tests. Key points include having students sign an oath against using electronic devices, actively monitoring students at all times during the test, and arranging completed tests in sequential order before returning them.
The document lists contact information for three teachers - Pam Cranford, Nina Peery, and Jennifer Saccoccio - at White Oak Independent School District. It also shares various educational resources and websites for teaching including Edmodo, Today's Meet, and iTunes U. An invitation is also extended to an event called M.E.A.T.T. in Room 9C from 5-6:30 pm.
This document contains information from Pam Cranford and Jennifer Saccoccio about using Moodle to create curriculum that supports individual student needs. It includes a list of web links on topics like visual learning, creative expression, dyslexia, ESL modifications, and interactive games and tools for timelines, collages, and gathering feedback. The document asks how Moodle can be used to create curriculum tailored to individual student needs.
The document lists various resources for teaching TEKS (Texas Essential Knowledge and Skills) including websites for creating rubrics, story maps, student agreements, monthly assignments, games, holidays, tutorials, polls, blogs, dictionaries, calendars, avatars, and more. It also lists the instructor's contact information and links to class blogs, videos, podcasts and other educational resources.
The document provides instructions for adding text to a sidebar widget on a blog dashboard. It explains how to open the dropdown menu for the birthday widget, add text below any existing graphic code, check the box to display the text in paragraphs, and save the changes by clicking the blue button. The same steps can be used to display other information like math problems, vocabulary words, or schedules.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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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.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Stuck In Moodle TATN
1. Stuck in the
With You
Pam Cranford
www.testing123.wonecks.net
www.coconnections.wonecks.net
1
2. WHAT IS MOODLE?
Moodle is a free, online Web 2.0
tool that teachers can use to
transform their curriculums
through the easy creation of
online content.
Miguel Guhlin - http://www.mguhlin.org
Randy Rogers -http://randyrodgers.edublogs.org/
2
6. LOGIN PAGE
We have set up a guest Username: woteacher Password: woteacher
Teachers and students must register with a new account. The Moodle administrator will
confirm and send an email confirmation. Teachers and students must be assigned the roles of
teachers and students respectively.
6
7. CATEGORIES
Professional Development - Annual Requirements, Principal forums,
Grade Level Meeting Notes, Campus Training, etc.
Grade Levels (PreK-5th) classroom teachers activites, resources, and
quizzes.
Extension Courses - Special Education, WOW Lab, RtI Labs, Math Lab,
Computer Lab, Library, PE, Music, etc.
Reading Recovery - Lessons to be used with students who need reading
intervention
7
17. POSSIBILITIES
Differentiated instruction, e-learning, and assessment
Benchmarking with use of enrollment keys
Sharing lessons saving teachers time and energy
Parent communication with social forum
Collaboration with staff via social forum, wikis, etc.
Principal notes to faculty minimizing number of required
factulty meetings
. . . ENDLESS
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18. WHERE DO YOU START?
Moodle Central - http://moodle.org/
Free Demo Site -http://demo.moodle.org/
Getting Started for Teachers - http://docs.moodle.org/en/
Getting_started_for_teachers
Moodle Tutorials - http://www.moodletutorials.org/index.php
Teacher Training Videos - http://www.teachertrainingvideos.com/
Free Moodle Hosting on Global Classroom-
www.freetech4teachers.com
18
19. NEED A LITTLE MORE HELP?
Michael Gras, Chief of Technology, WOISD
grasm@woisd.net
19
20. ABOVE ALL . . .
Without teachers
there would be no
other professions.
YOU are the Agents
of Change.
20