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nickhatheway
Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Mobile Reference, Mobile Librarians
Mobile Reference, Mobile Librarians
Darcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Skype-Based Reference: A Study and Pilot Project
Skype-Based Reference: A Study and Pilot Project
Darcy Gervasio
Toronto
Toronto
elizkeren
Cyberbully presentation
Cyberbully presentation
Yuming Peng
Cyberbully presentation
Cyberbully presentation
Yuming Peng
Implications of Cyber Communication
Implications of Cyber Communication
Maqsood Ahmad
Action Research Project
Action Research Project
nkrenek
Recommandé
Goals
Goals
nickhatheway
Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Mobile Reference, Mobile Librarians
Mobile Reference, Mobile Librarians
Darcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Skype-Based Reference: A Study and Pilot Project
Skype-Based Reference: A Study and Pilot Project
Darcy Gervasio
Toronto
Toronto
elizkeren
Cyberbully presentation
Cyberbully presentation
Yuming Peng
Cyberbully presentation
Cyberbully presentation
Yuming Peng
Implications of Cyber Communication
Implications of Cyber Communication
Maqsood Ahmad
Action Research Project
Action Research Project
nkrenek
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Mark Guzdial
Technology...from the computer lab and beyond presentation
Technology...from the computer lab and beyond presentation
mskoczylas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Saadia Morcenet secretary
Reading in the 21st century: Paperbacks vs. Ebooks
Reading in the 21st century
Reading in the 21st century
karen_rod
IRA_2013
IRA_2013
bdobler2
Ira Presentation Final April 20_2013
Ira Presentation Final April 20_2013
bdobler2
Top 12 kids and technology insights for marketers - including kids use of mobile, social media, TV, tablets and more.
little technology Einsteins
little technology Einsteins
James Read
Students Speak Up About Games
Students Speak Up About Games
Julie Evans
Discovery Digital Natives And Interactive Media
Discovery Digital Natives And Interactive Media
tllandry
Diploma project proposal
Diploma project proposal
abhignab
Using computers for instruction with young children.
Technology with Young Children
Technology with Young Children
tmoore
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Pew Research Center's Internet & American Life Project
Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
fredharris32
About Our Program, Bilingual Buddies
Bilingual Buddies
Bilingual Buddies
RRSFeuer
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
Research Journal of Education
Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.
Write a summary.Describe the main points of the article and how it.docx
Write a summary.Describe the main points of the article and how it.docx
syreetamacaulay
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
Research Journal of Education
Students "Speak Up" about Games 2009
Students "Speak Up" about Games 2009
Julie Evans
My (text-heavy) slides from the opening session for 315 faculty at the Alexandria School District.
Alexandria School District - 21st Century Literacy
Alexandria School District - 21st Century Literacy
Barry Dahl
Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.
Children and future internet
Children and future internet
University of Potsdam
blah
Children studies technology in the classroom
Children studies technology in the classroom
Chelsea Griffin
Informational text and the inquiry process2
Informational text and the inquiry process2
bdobler2
Contenu connexe
Tendances
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Mark Guzdial
Technology...from the computer lab and beyond presentation
Technology...from the computer lab and beyond presentation
mskoczylas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Saadia Morcenet secretary
Reading in the 21st century: Paperbacks vs. Ebooks
Reading in the 21st century
Reading in the 21st century
karen_rod
IRA_2013
IRA_2013
bdobler2
Ira Presentation Final April 20_2013
Ira Presentation Final April 20_2013
bdobler2
Top 12 kids and technology insights for marketers - including kids use of mobile, social media, TV, tablets and more.
little technology Einsteins
little technology Einsteins
James Read
Students Speak Up About Games
Students Speak Up About Games
Julie Evans
Discovery Digital Natives And Interactive Media
Discovery Digital Natives And Interactive Media
tllandry
Diploma project proposal
Diploma project proposal
abhignab
Tendances
(10)
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar Poster
Technology...from the computer lab and beyond presentation
Technology...from the computer lab and beyond presentation
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Upgrading to 21st Century Reading: E-reading Integration, by Mr. Mohammed Hiddas
Reading in the 21st century
Reading in the 21st century
IRA_2013
IRA_2013
Ira Presentation Final April 20_2013
Ira Presentation Final April 20_2013
little technology Einsteins
little technology Einsteins
Students Speak Up About Games
Students Speak Up About Games
Discovery Digital Natives And Interactive Media
Discovery Digital Natives And Interactive Media
Diploma project proposal
Diploma project proposal
Similaire à Nera 2010
Using computers for instruction with young children.
Technology with Young Children
Technology with Young Children
tmoore
Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Pew Research Center's Internet & American Life Project
Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
fredharris32
About Our Program, Bilingual Buddies
Bilingual Buddies
Bilingual Buddies
RRSFeuer
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
Research Journal of Education
Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.
Write a summary.Describe the main points of the article and how it.docx
Write a summary.Describe the main points of the article and how it.docx
syreetamacaulay
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
Research Journal of Education
Students "Speak Up" about Games 2009
Students "Speak Up" about Games 2009
Julie Evans
My (text-heavy) slides from the opening session for 315 faculty at the Alexandria School District.
Alexandria School District - 21st Century Literacy
Alexandria School District - 21st Century Literacy
Barry Dahl
Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.
Children and future internet
Children and future internet
University of Potsdam
blah
Children studies technology in the classroom
Children studies technology in the classroom
Chelsea Griffin
Informational text and the inquiry process2
Informational text and the inquiry process2
bdobler2
parenting-CoSN2016
parenting-CoSN2016
Rita Oates, Ph.D.
Created by Pam Carter for the 2010 KMWP Summer Institute
What r-u-w8ing-4
What r-u-w8ing-4
Jessica Miller
We make comparisons between young people’s use of technology within and beyond school, and I present some research in this area, exploring particular the implications for classroom practice. You spend part of the session exploring young people’s work in Scratch, commenting on particular examples within your blog. I introduce you to Comic Life, which you use this to create a more conventional, linear storyboard for your project.
Digital Literacy
Digital Literacy
Miles Berry
How is ICT used in Primary Education
Blog
Blog
Taryn Richardson
Key slides from Ollie Bray's 21st Century Connected Schools Presentation to SCSSA in May 2008.
21st Century Connected School Slideshare
21st Century Connected School Slideshare
Ollie Bray
Parent Involvement And Technology
Parent Involvement And Technology
amgath
Digital Divide concepts & examples, old statistics
Digital Divide
Digital Divide
cronegeek
Thurston
Thurston
elizkeren
Similaire à Nera 2010
(20)
Technology with Young Children
Technology with Young Children
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Writing, Technology & Teens: The Findings of the Pew Internet Project and the...
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docx
Bilingual Buddies
Bilingual Buddies
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees...
Write a summary.Describe the main points of the article and how it.docx
Write a summary.Describe the main points of the article and how it.docx
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
Students "Speak Up" about Games 2009
Students "Speak Up" about Games 2009
Alexandria School District - 21st Century Literacy
Alexandria School District - 21st Century Literacy
Children and future internet
Children and future internet
Children studies technology in the classroom
Children studies technology in the classroom
Informational text and the inquiry process2
Informational text and the inquiry process2
parenting-CoSN2016
parenting-CoSN2016
What r-u-w8ing-4
What r-u-w8ing-4
Digital Literacy
Digital Literacy
Blog
Blog
21st Century Connected School Slideshare
21st Century Connected School Slideshare
Parent Involvement And Technology
Parent Involvement And Technology
Digital Divide
Digital Divide
Thurston
Thurston
Dernier
test
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
General introduction about Microwave assisted reactions.
microwave assisted reaction. General introduction
microwave assisted reaction. General introduction
Maksud Ahmed
Psychiatric Nursing History collection format
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
PoojaSen20
Kallidus experts, Lucinda Hensley and Justine Swain, share their insights about the do's and don'ts of accessible design.
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
dawncurless
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
SGK
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1029-Danh muc Sach Giao Khoa khoi 6.pdf
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Application orientated numerical on hev.ppt
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My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
SGK
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
SGLG2024
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
negromaestrong
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Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
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Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Thiyagu K
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Gardella_Mateo_IntellectualProperty.pdf.
Gardella_Mateo_IntellectualProperty.pdf.
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Key note speaker Neum_Admir Softic_ENG.pdf
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Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
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The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
heathfieldcps1
This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
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Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
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psychiatric nursing HISTORY COLLECTION .docx
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Gardella_Mateo_IntellectualProperty.pdf.
Gardella_Mateo_IntellectualProperty.pdf.
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
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