This slide deck is designed for a 45-60 minute overview of OER and an OER Microsite for educators. Make a copy of the slide deck to customize for your needs.
Introducing children to Programming
Exploration of raster analysis using self-collected data.
Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.
The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.
Users:
Higher Education Instructors: This module could be integrated into a content area course or used as a mini course on technology integration.
Librarians: This module could be used as an in-service tool to introduce teachers to technology integration, library resources and how the librarian and teacher can work together to select, implement, and assess technology to enhance student learning.
Self-Paced Study: Anyone can work through the module at their own pace for professional development.
The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.
The learner will assess their access to technology and their personal beliefs and attitudes about technology.
Learning Objectives
The learner will examine two models of technology integration.
TPACK - Technological Pedagogical Content Knowledge
SAMR Model of Technology Integration
The Common Core Standards that are related to technology and digital media will be examined.
Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology
Learners will reflect on best practices for maximizing using technology
Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.
Learners will examine the important considerations regarding ethical and safe use of technology and Internet use.
Learners will examine and evaluate the “Privacy Policy” of two educational game companies.
Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).
Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.
This module is an introduction to integrating technology in K-12 classrooms for the pre-service and in-service teacher. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).
This exercise gives students personal experience with data sets that have spatial reference "issues" so that they learn first hand both why it matters to be meticulous about projections and coordinate systems and how to work with coordinate systems, projections, and datum transformations in ArcMap. You might also be interested in our Full GIS course with links to all assignments.
The unit offers an introduction to interactive teaching with and without ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity. The unit covers the following aspects:
- What is interactive teaching?
- ICTs in interactive teaching.
- Effective use of ICTs, including basic use of netbooks, browser, and images / slideshows (also in OpenOffice Impress).
The aims of Unit 1 are to
- understand principles of interactive teaching - with and without ICT,
- see illustrations and discuss issues involved in implementing it,
- think about changing one’s own practice, and
- develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.
Students map the classroom twice using paper and pencil, the first time on different pieces of paper and with essentially no instructions and the second time on a base map with coordinates for one corner of the room with instructions about what to map and make a table of information about what they are mapping. *Special thanks to Dennis Johnson, Juniata College, for the basic idea for this activity!* You might also be interested in our Full GIS course with links to all assignments.
This series of three activities in tutorial format serves not only as an introduction to ArcGIS for our intro geology, hydrogeology, and structural geology courses but also as a mandatory refresher that students must complete before the first lab of our upper level course GIS for Geoscientists. The tutorial/refresher emphasizes techniques used by geoscientists. You might also be interested in our Full GIS course with links to all assignments.
In this module, students are asked to explore artist representations inspired by how the “self” works in society. By exploring the elements of introspection through various art and media, students are asked to create a multimedia expression of who they are. Using their personality, likes, dislikes, values, and anything else that helps them identify, they create their own introspective representation. Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology
These activities were developed to introduce students to the ArcGIS software package and help the begin developing their own place-based (Iowa) activities.
This is a lesson to be used by teachers in the PreK-2nd grades. It involves students learning a computer science concept without a device and with lots of physical movement. All of the needed resources are linked or included.
Introduction to Computers - brief videos
This tool was made by in-school and out-of-school educators as a resource for all educators. In the MESA Invention Toolkit, the teacher is viewed as a facilitator of learning to help students work through developing empathy for a client, defining the problem through the clients’ lens, ideating and evaluating possible solutions, building and testing a prototype which meets a set of criteria and constraints, and presenting their process with focus on identifying challenges and describing how those were overcome to create their working prototype.
Phần 1
Real Iowans and how they intersect with history around the world. A community that no longer exists - Buxton, IA; sisters who exchanged pen pal letters with Anne and Margot Frank during WWII; Iowa's own "Rosa Parks" sits at a counter in Des Moines; Five Waterloo, IA brothers changed how the military assigns family in combat are just some of he stories of Iowa families. Stories that make Iowa history. In this two part course, you will be exploring these stories and sharing a story from your own family.
This is a STEM design challenge using micro:bits technology to assist students with developing their understanding of force, motion, and conservation of energy. Energy is important for life. Without the principle of energy and its conservation we would not be having this conversation. The students need to understand that energy is not lost but changed into other forms that may or may not be able to be reused with our current technologies. Energy use and reuse is a big part of the UN initiative and many of the goals for a sustainable long-term future of the Anthropocene Epoch. Whenever we work on a science topic, we need ELA. The students need to be able to read, write and speak to pass their claims, evidence, and reasoning on to their peers and others. Technology has become an everyday necessity.
Author emphasis on differences, importance, futuristic aspects and pros & cons of online and conventional teaching