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John Evans

7 World Cup iPad Activities | Class Tech Tips - 1 views

classtechtips.com/...7-world-cup-ipad-activities

world cup ipad activities class tech tech tips

shared by John Evans on 18 Jun 14 - No Cached
  • John Evans on 18 Jun 14
     
    "Giving students access to high-interest topics is a great way to engage them across the content areas.  If your school is in session during this year's World Cup or you want to revisit an exciting summer event when your students arrive in September, check out the official 2014 FIFA World Cup Brazil app for the iPad.  Here are a few ideas of Common Core related activities that can be tailored to different grade levels using the informational text and statistics within this app."
John Evans

Edutech for Teachers » Blog Archive » Spotlight on Strategies: A-E-I-O-U - 0 views

edutech4teachers.edublogs.org/...tlight-on-strategies-a-e-i-o-u

edutech teachers spotlight teaching strategies visual literacy

shared by John Evans on 24 Mar 15 - No Cached
  • John Evans on 24 Mar 15
     
    "On tap this week: A-E-I-O-U, a visual literacy strategy that focuses on teaching student how to interpret information related to classroom content as well as how to express their learning in multiple ways."
John Evans

Here Is A Must Have YouTube Tool for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...ust-have-youtube-tool-for.html

youtube tool teachers

shared by John Evans on 03 Dec 15 - No Cached
  • John Evans on 03 Dec 15
     
    "ViewPure is absolutely an excellent tool for teachers and students. It allows you to watch YouTube videos in a clean and distraction-free interface. All the distractive features such as ads, related videos, and comments are removed providing students with an ideal environment for watching educational videos. Inappropriate content accompanying YouTube videos lead many teachers to shun away from incorporating YouTube videos in their instruction but with ViewPure this is no longer a problem and teachers are able to provide students with an enhanced YouTube experience with the minimum distraction possible. We said minimum because some ads are integrated with YouTube videos and ViewPure can not remove them."
John Evans

8 Great Exit Ticket Tools for Teachers ~ Educational Technology and Mobile Learning - 2 views

www.educatorstechnology.com/...exit-tickets-or-cards-are.html

exit tickets tools learning

shared by John Evans on 24 Feb 17 - No Cached
  • John Evans on 24 Feb 17
     
    "Exit tickets or cards are informal assessment tools teachers can use to assess students understanding at the end of a class. They can also be used for formative assessment purposes to help teachers design better instructional content based on students feedback. Exit tickets can take the form of a prompt or a question related to what have been taught in the lesson. Here are some examples of questions and prompts to use in your exit cards as featured in "
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
alxa robert

News | eGov Magazine - 0 views

egov.eletsonline.com/...news

eGovernance ICT News Government

shared by alxa robert on 29 Aug 12 - No Cached
  • alxa robert on 29 Aug 12
     
    The eGov magazine enjoys the distinction of being Asia's first magazine on e-Governance. Founded in 2005, the monthly magazine is published in both print and online formats, and is focussed exclusively on the use of Information and Communication Technology (ICT) for bringing efficiency, accountability and transparency to various citizen and business related initiatives of the government. No other magazine in Asia offers readers such in-depth coverage of new e-Governance models. We cover all aspects of e-Governance - from new technological advances in ICT to the ways in which common citizens benefit when their interactions with government departments are through digital interfaces and the myriad issues involved in implementation of e-Governance initiatives.
  • alxa robert on 30 Aug 12
     
    The eGov magazine enjoys the distinction of being Asia's first magazine on e-Governance. Founded in 2005, the monthly magazine is published in both print and online formats, and is focussed exclusively on the use of Information and Communication Technology (ICT) for bringing efficiency, accountability and transparency to various citizen and business related initiatives of the government. No other magazine in Asia offers readers such in-depth coverage of new e-Governance models. We cover all aspects of e-Governance - from new technological advances in ICT to the ways in which common citizens benefit when their interactions with government departments are through digital interfaces and the myriad issues involved in implementation of e-Governance initiatives. The eGov magazine's biggest advantage is its ability to carry the views of all the stakeholders in e-Governance domain - policy makers, experts, industry leaders, administrators and the academia. Our experienced team of editors, researchers, and marketers take a 360-degree approach for creating content - breaking news, feature articles and interviews - that can keep our steadily growing global audience well informed on issues of e-Governance. The who's who in the industry disseminate their ideas and innovations through the pages of our magazine.
John Evans

Five Ways Parents Can Help Students in Math Class - Pathfinders - 4 views

blogs.sas.com/...an-help-students-in-math-class

ways parents help students math class

shared by John Evans on 28 Oct 15 - No Cached
  • John Evans on 28 Oct 15
     
    "Throughout my 13 years of teaching, I heard this common theme time and time again from parents: How can I help? The troubles they professed were varied and numerous (e.g., concern, frustration, bewilderment). They often included the following: I don't remember algebra. I don't like math. The way math is taught now differs from when I was in school. All of these are certainly legitimate. Although people use math every day, even when they don't realize it, they are not necessarily using all the same concepts they learned in school. And as the saying goes, if you don't use it, you lose it. I'm sure some parents don't know how to solve quadratic equations or remember what it means for a relation to be a function. And yes, math teaching today may differ from when parents were in school. But the idea behind new techniques is to encourage students to become better problem-solvers, not to confuse parents or change the concepts. So, believe it or not, despite your fears and feelings of uncertainty, you can still help. Here are a few tips to get you started. "
John Evans

Introduction - Global Education - Curriculum Guides and Bibliographies at Primary Sourc... - 8 views

resources.primarysource.org/content.php

global education introduction

shared by John Evans on 23 Apr 10 - Cached
  • Educators are increasingly aware that the challenges of our changing world will require students to think and learn in new ways. In addition to teaching core academic content, our schools need to cultivate key skills: global awareness, critical thinking, media literacy, collaboration, intercultural communication, technological ability, and civic engagement. This guide will provide educators with resources about global issues and 21st century skills. This guide includes all web-related resources.
Dennis OConnor

YouTube - RSA Animate - Changing Education Paradigms - 0 views

www.youtube.com/watch

youtube paradigms education video

shared by Dennis OConnor on 27 Apr 11 - No Cached
  • This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.For more information on Sir Ken's work visit: http://www.sirkenrobinson.com
  • Dennis OConnor on 27 Apr 11
     
    This is an amazing illustration of Sir Kenneth Robinson's presentation on schooling in the 21st century.  It's fascinating to watch an illustrator create a visual map of Robinson's ideas as they are spoken.  The content of the presentation is enormously important to any educator struggling to change the system.  It's even more important to those who've been subdued and mislead by old ideas into thinking they can't learn or create.
John Evans

Professors experiment with Twitter as teaching tool - JSOnline - 0 views

www.jsonline.com/...43747152.html

twitter university professor connections networking

shared by John Evans on 28 Apr 09 - Cached
  • Live tweeting
  • "Live tweeting is not easy," Ekechai said, but "they capture the content of the lectures very, very well." Twitter also allows faculty members to post links to what they're reading. Students who "follow" a professor's tweets can get a look at the news stories that help inform their professor's lectures or connect with the experts their teachers are following.
  • Essential to field Ekechai and Menck see it as their responsibility to teach students about Twitter because social media knowledge is becoming essential to their future fields - communications, advertising, public relations and marketing.
  • ...2 more annotations...
  • Twitter is helping these professors build community in their classes in a way that appeals to some members of a Facebook-addicted generation. The phenomenon is certainly not ubiquitous, and some professors have found Twitter doesn't do anything for them in the academic realm.
  • But others, particularly those who teach in communications fields, are finding that Twitter and other social media are key devices for students and faculty to include in their professional toolbox.
Phil Taylor

Districts Increase Use of Web 2.0, Though Barriers Remain -- THE Journal - 2 views

thejournal.com/....0-though-barriers-remain.aspx

web2.0 increase use 2.0

shared by Phil Taylor on 07 Apr 11 - No Cached
  • esearchers found was that acceptance of Web 2.0 has increased since 2009--the first year of the survey--but that there are still some barriers to adoption, including some lingering perceptions of student "safety" risks, lack of technical support (including technical personnel), and lack of knowledge on the part of teachers of the effective use of Web 2.0 technologies. This last was, according to the researchers, "the most frequently cited human-related barrier to adoption."
  • more schools are reporting that significant portions of their teaching staff are creating their own content online.
imgpaper

https://imgpaper.com/ - 0 views

imgpaper.com

Wallpaper Illustration Murals Architectural Decorative Stock Images Home Décor and Graphics Design

shared by imgpaper on 16 Jun 22 - No Cached
  • imgpaper on 16 Jun 22
     
    Hello there, We are from ImgPaper Graphics Design provider company. Hope to have the opportunity to cooperate with you. We are professionals for all kinds of Graphics Design related service providers all over the world. Have our own Corporate office in Bangladesh and we provide excellent quality and best price service. We have more than 10 year's experience and have cooperated with many countries and companies. You can check portfolio website for expertizing: www.imgpaper.com Our Service: Photo Manipulation Background Remove Photo Masking Post Production image Clipping Path Service 3D Wallpaper Design Illustration Design Architectural Design Stock Images If you need more information, please contact us. Looking forward to your early reply! Please see the attached file below for Business Proposal. Have a Good Day! Regards, Md. Omor Faruk Sales & Marketing Team at ImgPaper E-mail: info@imgpaper.com Website: www.imgpaper.com WhatsApp: +8801309867064
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