This is a unit of study whose competency is to intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class.
The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.

This is a unit of study whose competency is to Manage student project-based learning activities in a technology-enhanced environment to support collaboration.

This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

Teachers should be able to integrate the use of a computer laboratory into ongoing teaching activities. Teachers should be able to manage the use of supplemental ICT resources with individuals and small groups of students in the regular classroom so as not to disrupt other instructional activities. Place and organize computers and other digital resources within the classroom so as to support and reinforce learning activities and social interactions.

By the end of this unit teachers should be able to:

Technological literacy 5- (a) Integrating the activity of using computer labs in teaching activities on a continuous basis.

Technology Literacy 5- (b) Work to manage the process of using complementary information and communication technology resources with individuals and small groups of students in the regular classroom so that other educational activities in the classroom are not disrupted.

Deepening knowledge 5- (a) Placing and organizing computers and other digital resources in the classroom so that learning activities and social interactions are supported and enhanced among the classroom students.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 5- (أ) تكامل نشاط استخدام معامل الكمبيوتر في الأنشطة التعليمية بشكل مستمر.

محو الأمية التكنولوجية 5- (ب) العمل على إدارة عملية استخدام موارد تكنولوجيا المعلومات والاتصالات التكميلية مع الأفراد والمجموعات الصغيرة من الطلاب في الفصول الدراسية العادية حتى لا تتعطل الأنشطة التعليمية الأخرى في الفصل.

تعميق المعرفة 5- (أ) وضع وتنظيم أجهزة الكمبيوتر والموارد الرقمية الأخرى في الفصل الدراسي بحيث يتم دعم وتعزيز الأنشطة التعليمية والتفاعلات الاجتماعية بين طلاب الفصل.

A unit of study to introduce participants to the idea that the effective integration of ICT into a learning environment (classroom and computer lab) requires careful thought and planning, particularly with regards to time and human resources, and that there are many ICT tools available to the teacher to assist with this process.

This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT).
While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides.
This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information).
But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.

There are 10 stress mindset posters per partner language (60 posters in total) to reinforce learning from the research lessons related to stress management.

Mental health & wellbeing was a topic that emerged from the selection of strategies by participating teachers. In each country this was a topic that generated a lot of interest and teachers were eager to explore it. Thus, the project team created additional resources to support the development of research lessons for this strategy – such as stress mindset videos to teach stress mindsets in each partner language and classroom posters to reinforce the messages from the lessons throughout the school year.

Teachers skilled in classroom management are able to respond appropriately to just about any behavior that a student brings through the classroom door. While having a toolkit of specific behavioral strategies is important, the real secret of educators who maintain smoothly running classrooms with minimal behavioral disruptions is that they are able to view problem student behaviors through the lens of these seven 'big ideas' in behavior management.

In today’s world, the most debated environmental issues are climate change, pollution, deforestation, acid rain, ozone layer depletion, waste management and genetically modified organisms (GMO’s). However, there is an issue that most people don’t even think about and yet has important effects on human health: the quality of indoor air. A poor indoor air quality (IAQ) has been found responsible for the death of 4.3 million people in 2012, according to the World Health Organization (WHO).

The purpose of this unit is to provide the middle and high school Science teachers with an overview of the main sources of indoor air pollution (breathing and carbon dioxide emissions in highly occupied classrooms, tobacco smoking, use of electronic cigarettes and emissions of organic compounds resulted from the use of cleaning agents, building materials). Students will explore and study the indoor air compounds that are harmful for human health, identify the sources of indoor air pollution and learn what they can do to reduce that pollution inside classrooms and homes. Teachers will use the concepts of indoor air pollution to expose students to organic and inorganic chemistry and introduce students to the basic nomenclature of organic compounds.

Students will also study and model the concentration of indoor pollutants and find out how much a classroom must be ventilated in order to keep the concentrations of some pollutants (for example carbon dioxide) at a low level.

The unit is intended to be taught in high school Chemistry, Physical and Environmental Science classes, but it can be used also by middle school 7th and 8th grade Science teachers to introduce students to concepts related to indoor air pollution.

The unit will last approximately two weeks.

This activity aims to help your class get the school year off to a good start. Students share their names and a high point of their summer; learn a little about their similarities and differences; and begin considering what kind of community they want to create in their classroom.

Word Count: 48231

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Many folks are using this crisis moment as an opportunity to consider what we are doing in our classrooms. Our face-to-face courses have imposed a variety of structures on us (e.g., credit hours) that have shaped our teaching. But, moving towards the fall, we’d like to prompt you to think about it more in terms of the actual time spent doing the work. Think through the work you think is fair for your students to do, think about how much work you can reasonably do – and design accordingly. How much work is too much (or too little) work for my students? How much work is too much work for my TAs or for me? How do I design an online course? This book will help guide your thinking about how best to design your course so it works for everyone, and offers meaningful opportunities for engagement. If you are completely new to teaching online, consider starting with our previous book 12 Key Ideas: An Introduction to Teaching Online.

This open education resource is a collection of collection of Concepts of Operating Systems in Question & Answer form that are useful as out-of-class activity while flipping the classroom.

This course introduces students to the field of teaching Spanish. We will explore current practices in beginning Spanish language classrooms, engaging in firsthand observation and guided reflection as well as discussion. We will research and discuss a wide variety of educational issues such as classroom language use, culturally responsive pedagogy, classroom management, student motivation, and trends in language teaching. You will identify and articulate your own beliefs about teaching, and develop individual plans for professional development in the field of Spanish language education. This course is conducted in Spanish.

Course Objectives: During the course, students will:
• Develop the ability to understand and speak Spanish in the context of the field of
Education
• Observe Spanish language classes and reflect on those observations
• Explore academic and career pathways related to teaching Spanish
• Develop and strengthen a personal teaching philosophy
• Research and share findings relating to inclusion, equity, and culturally responsive teaching practices

Short Description:
Note: The second edition of this book was published September 2020. You can find it here: Introduction to Tourism and Hospitality in BC - 2nd Edition. This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field. Each chapter is organized thematically moving from a global, then national, and finally provincial context. Chapters contain "Spotlight On" boxes that highlight an organization, business, or other key component and "Take a Closer Look" features that encourage further reading on particular subjects. Key terms, exercises and case studies can be found at the end of each chapter.

Long Description:
This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field.

Each chapter is organized thematically moving from a global, then national and finally provincial context. Some chapters are quite global in focus while others concentrate primarily on British Columbia. Chapter content is based on available data and research, and input from collaborators.

Each chapter features “Spotlight On” text boxes that highlight an organization, business, or other key component of the chapter’s theme. “Take a Closer Look” features encourage students to do further reading on particular subjects.

At the end of each chapter, key terms are presented in alphabetical order to help students gain confidence with terminology. These are followed by chapter exercises and a case study for in-depth exploration of the subject matter. Key terms are summarized in a Glossary at the end of the textbook.

Word Count: 114862

ISBN: 978-1-989623-69-5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field. Each chapter is organized thematically moving from a global, then national, and finally provincial context. Chapters contain "Spotlight On" boxes that highlight an organization, business, or other key component and "Take a Closer Look" features that encourage further reading on particular subjects. There are also interactive H5P activities throughout the book. And key terms, exercises and case studies can be found at the end of each chapter.

Long Description:
This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field. Each chapter is organized thematically moving from a global, then national, and finally provincial context. Chapters contain “Spotlight On” boxes that highlight an organization, business, or other key component and “Take a Closer Look” features that encourage further reading on particular subjects. There are also interactive H5P activities throughout the book. And key terms, exercises and case studies can be found at the end of each chapter.

Word Count: 125088

ISBN: 978-1-77420-081-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.

Welcome to R! Working with a programming language (especially if it’s your first time) often feels intimidating, but the rewards outweigh any frustrations. An important secret of coding is that even experienced programmers find it difficult and frustrating at times – so if even the best feel that way, why let intimidation stop you? Given time and practice* you will soon find it easier and easier to accomplish what you want. Why learn to code? Bioinformatics – like biology – is messy. Different organisms, different systems, different conditions, all behave differently. Experiments at the bench require a variety of approaches – from tested protocols to trial-and-error. Bioinformatics is also an experimental science, otherwise we could use the same software and same parameters for every genome assembly. Learning to code opens up the full possibilities of computing, especially given that most bioinformatics tools exist only at the command line. Think of it this way: if you could only do molecular biology using a kit, you could probably accomplish a fair amount. However, if you don’t understand the biochemistry of the kit, how would you troubleshoot? How would you do experiments for which there are no kits? R is one of the most widely-used and powerful programming languages in bioinformatics. R especially shines where a variety of statistical tools are required (e.g. RNA-Seq, population genomics, etc.) and in the generation of publication-quality graphs and figures. Rather than get into an R vs. Python debate (both are useful), keep in mind that many of the concepts you will learn apply to Python and other programming languages. Finally, we won’t lie; R is not the easiest-to-learn programming language ever created. So, don’t get discouraged! The truth is that even with the modest amount of R we will cover today, you can start using some sophisticated R software packages, and have a general sense of how to interpret an R script. Get through these lessons, and you are on your way to being an accomplished R user! * We very intentionally used the word practice. One of the other “secrets” of programming is that you can only learn so much by reading about it. Do the exercises in class, re-do them on your own, and then work on your own problems.

The aim of this video lesson is to teach students about the different topologies of computer networks and how they function. The approach that is used is highly correlated with common knowledge about weddings and the local Malay culture associated with weddings. Students should be able to relate the act of delivering food to a large crowd of people to the basic principles of network topologies and the method of data transfer within each type of topology. The lesson will begin in a classroom with students working in small groups, answering assigned questions. Teaching aids such as color cards will be used. One student from each group will be appointed as the wedding event manager, and she/he will have to discuss and act out with group members in order to answer more challenging questions. At the end of the lesson, students will be asked to come up with their own version of a hybrid computer network topology. The lesson concept taught here not only educates students on computer topologies, but also introduces students to an important cultural perspective of Malaysia. Above all, this video is designed to assist students with their study of Computer Literacy in schools. The lesson will take up to 60 minutes to complete. Materials needed include: 10 red cards representing waitresses; 10 green cards representing waiters; 10 blue cards representing tables in the hall; a sketch book; and classroom tables and chairs.