Produto Educacional resultante da pesquisa intitulada "Percepção ambiental e desenvolvimento Scratch: uso …
Produto Educacional resultante da pesquisa intitulada "Percepção ambiental e desenvolvimento Scratch: uso da água no pulsar do Rio Juruá – Eirunepé – Amazonas", vinculada ao Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB), Mestrado Profissional, da Universidade Federal do Amazonas (UFAM).
Mergulhando nas águas com o Scratch é uma proposta para uso na educação básica tendo o intuito de ajudar professores a promover o pensamento computacional e a computação criativa em crianças/adolescentes, tendo como plano de fundo o “uso da água” e o software educacional de autoria Scratch.
Contém um Tutorial completo dos blocos de comandos do Scratch 2.0 (versão beta).
The aim of this unit is that upon completion, teachers will be …
The aim of this unit is that upon completion, teachers will be able to understand presentation software such as Microsoft PowerPoint and be able to create a presentation using this tool.
In this lesson, students will be introduced to Passive Voice through a …
In this lesson, students will be introduced to Passive Voice through a text: Mobile Phones, and a video: Are You Lost In The World Like Me?, which will show to students information about the use of Mobile Phones and give them some new vocabulary about Technology through a text.It is important that this activity will be implemented in a multi-media room with technological resources: computers and an interactive board (or a video beam in case there is not an interactive board), so that, the teacher can explain the lesson.
When we teach online, it is important to consider the tools we …
When we teach online, it is important to consider the tools we use, the purpose of assessments and learning activities and how they align with our learning objectives, and how we can encourage active learning. We know that both students and faculty can be overwhelmed with weekly discussion boards, and these discussions can seem onerous if they are all about checking whether or not students have done their reading. Rather, we are looking to mimic the fluidity and the engagement we have in face-to-face class discussions and to promote students' internal motivation for participating. First, we need to identify our purpose(s) for using the discussion tool (assessment or learning activity) and then we need strateigies to promote active learning.
The image shows the twelve virtual practical activities that were created, developed, …
The image shows the twelve virtual practical activities that were created, developed, and implemented by the Moroccan universities for the EXPERES project.
This lesson was created by Renste Moeller as part of the Nebraska …
This lesson was created by Renste Moeller as part of the Nebraska ESUCC Special Project Digital Age Skills.
After reading “The Most Dangerous Game” students will comb through the text to pull out the best examples of imagery from the story. They will work together in groups of three to collect five examples (per person) of imagery. Students must be able to see each other’s examples, so they don’t repeat them, but also help each other identify which imagery is being documented.
A very basic introduction to solving the Rubik's Cube.This is part of …
A very basic introduction to solving the Rubik's Cube.This is part of a demonstration of various design features that can improve learning. This version has only one of those features: the Multimedia Principle (Clark and Mayer, 2016). It's a little better than text-only, but not a lot.
Music, Heritage, and Community is about the use of music, presentations, and …
Music, Heritage, and Community is about the use of music, presentations, and XR tools to support anti-racist teaching and to engage the community. This resource features interviews with professional musical artists who work with The Rhapsody Project, a Seattle-based community organization, and it also includes interviews with a Northwest Virtual Reality Specialist about the use of of virtual reality (VR) to teach local Black history. A variety of tools, including non-digital organic tools, online conferencing tools, and extended reality (XR) can further support teaching practices to decolonizing classrooms and be used to build community.
This module is intended to support middle school, high school and college …
This module is intended to support middle school, high school and college students to explore the different features of myBlueprint Education Planner. In this moduel, learners can learn about myBlueprint and its numerous uses in in-person and online classrooms. It includes an introduction section, a navigation menu section, Who Am I section and a section about how to create a digital portfolio. Each section has an embedded tutorial that walks the learners with all the steps and information needed.
Hello and welcome to the MyOpenMath Help Workshop. Register for an account …
Hello and welcome to the MyOpenMath Help Workshop. Register for an account using the typed description or view the video on the playlist titled “How to Register as an Instructor”. The MyOpenMath Help Video playlist provides a multitude of videos teaching users how to do everything they need to use MyOpenMath successfully in the classroom. It is more than a workshop, it is a tool box for success.
Mystery Hangouts (or Skype) provide an engaging way for classrooms to learn …
Mystery Hangouts (or Skype) provide an engaging way for classrooms to learn about different regions of the US including climate, landforms, resources, economy, and people. Mystery Hangouts/Skype is a connected learning experience that allows student-centered learning, inquiry and deductive reasoning to be at the forefront of the experience. The concept is simple: Classrooms Hangouts or video calls each other and try to guess where the other classroom is located either in the United States or somewhere else in the world. On the day of the call, students use their resources in trying to figure where the other class is calling from via Google Hangout.
Ce manuel de méthodologie de la recherche en éducation numérique ou technologies …
Ce manuel de méthodologie de la recherche en éducation numérique ou technologies éducatives a été crée initialement en 2014, par Daniel Schneider et Barbara Class, et s'est enrichi au fil des années. Il se base à la fois sur des livres de méthode (i.e. des recettes globales) et sur des livres sur la méthode (i.e. études des méthodes). Les ouvrages desquels il s’inspire ont été conçus pour les sciences sociales et l’informatique et ont été rédigés en anglais pour la plupart. Cette version française est utilisée dans le cadre du Diplôme de Recherche en Education Numérique et dans le master MALTT.English version: This textbook, in the form of a wiki hypertext, adresses research methodology in educational technologies. It was initially created in 2014 by Daniel Schneider and Barbara Class and has been enriched over the years. It is based both on method textbooks (i.e. global recipes) and books on methodology (i.e. studying research methods). The books on which it is based were designed for the social sciences and computer science and were mostly written in English. This French version is used in the framework of the Diplôme de Recherche en Education Numérique and in the Master MALTT.
Produto Educacional resultante da pesquisa intitulada "Conforto térmico no ambiente escolar: uma …
Produto Educacional resultante da pesquisa intitulada "Conforto térmico no ambiente escolar: uma análise metacognitiva dos conceitos de calor e de temperatura com aplicação da Cortina Térmica Sustentável – Recife – Pernambuco", vinculada ao Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB), Mestrado Profissional, da Universidade Federal de Pernambuco (UFPE). Orientação da professora Valéria Sandra de Oliveira Costa e colaboração do professor Marcelo Cairrão Araujo Rodrigues - UFPE
Este infográfico compreende a adaptação do Método do Semáforo, do jogo MindLab, que utiliza um organizador de tempos internos em relação ao “parar-vermelho”, “pensar-amarelo” e “agir-verde”, ou seja " tomada de consciência", "análise e planejamento da ação" e " decisão e implementação". Foi adaptado para realizar um diagnóstico ambiental, onde prever a análise do contexto, com possíveis soluções para o problema e a melhor implementação de ação. Tem como objetivo desenvolver a habilidade do aluno, de modo que possa atuar de maneira crítica e responsável, para as reflexões sócio-ambientais a sua volta. Uma prática pedagógica de fácil replicação, voltada para alunos do ensino básico, mediada pelo professor, para buscar a ressignificação dos conhecimentos adquiridos e incentivar o protagonismo social do alunado.
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