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Dimitris Tzouris

Web Literacy Standard - Mozilla Webmaker - 51 views

webmaker.org/standard

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shared by Dimitris Tzouris on 29 Oct 13 - No Cached
  • topplayer on 13 Nov 13
     
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Lisa Thumann

School Solutions Standards Toolbox: State Standards and Teacher Tools - 0 views

www.standardstoolbox.com/index.php

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shared by Lisa Thumann on 06 Oct 08 - Cached
  • Lisa Thumann on 06 Oct 08
     
    Only free to teachers
Judy Robison

SAS® Curriculum Pathways® | Overview - 2 views

www.sas.com/...index.html

Web2.0

shared by Judy Robison on 15 Jul 09 - Cached
  • Bjorn Behrendt on 15 Jul 09
     
    SAS® Curriculum Pathways® provides innovative, web-based resources in the core disciplines, for grades 8-14. Topics are mapped to state and national standards.
  • Kathleen N on 05 Nov 09
     
    Fully funded by SAS and offered at no cost to US educators and students, SAS Curriculum Pathways is designed to enhance student achievement and teacher effectiveness by providing Web-based curriculum resources in all the core disciplines: English, math, science, social studies/history and Spanish, to educators and students in grades 8-14 in virtual schools, home schools, high schools and community colleges.
  • Judy Robison on 17 Feb 11
     
    SAS Curriculum Pathways, which is used by thousands of teachers in more than 30 states, is now available for free to every educator in America. SAS Curriculum Pathways provides content in the core disciplines of English, mathematics, social studies, science and Spanish. Aligned with state standards, it has more than 200 InterActivities and 855 ready-to-use lessons that enable technology-rich instruction and engage higher-order thinking skills. It is primarily for use in grades 8-12, though middle school content is in development.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Mike McIlveen

21centuryedtech - home - 0 views

21centuryedtech.wikispaces.com

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shared by Mike McIlveen on 17 Nov 09 - Cached
  • First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
    • Mike McIlveen
      Mike McIlveen on 17 Nov 09
       
      Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
  • Mike McIlveen on 17 Nov 09
     
    New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
Certification Consultant

BRC FOOD ISSUE 7 Released Online - 0 views

prsync.com/...rtification-consultancy-807089

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shared by Certification Consultant on 04 Dec 15 - No Cached
  • Certification Consultant on 04 Dec 15
     
    BRC global standard for food issue 7 management was developed by the British Retail Consortium (BRC). BRC Global Standard for Food Safety was created to establish a standard for due diligence and supplier approval.
iso17021

ISO 17021-1:2015 Certification - 0 views

iso17021procedures.wordpress.com/...creditation-to-certifying-body

ISO 17021-1:2015 Certification

shared by iso17021 on 26 Nov 15 - No Cached
  • iso17021 on 26 Nov 15
     
    The ISO 17021 standard was first published in 2006. All management systems certification bodies (CBS) accredited by IAF signatories awarded two years from the date of publication to ensure compliance with the standard. A new revision of the standard was published in June 2015 and the main changes are explained here.
fqpackaging

Forensics & Law Enforcement - 0 views

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fqpackaging

started by fqpackaging on 08 Jul 20 no follow-up yet
nakhonline

What is NFT, How To Use It, Where To Store It And How Long Will They Stay With Us? - 0 views

next-freelancer.blogspot.com/...ft-how-to-use-it-where-to.html

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shared by nakhonline on 11 Apr 22 - No Cached
  • nakhonline on 11 Apr 22
     
    The NFT trend started back in 2017 with the famous blockchain game CryptoKitties. Then the excitement about Crypto Kotikov was so widespread in the community that, in addition to selling pictures for 600 ETH, it practically blocked the operation of the Ethereum network itself for several days. With the crypto-winter in 2018-19, the hype for "cats" subsided, but ERC-721 standard tokens remained and in 2021 they created a new NFT hype.
  • nakhonline on 11 Apr 22
     
    The NFT trend started back in 2017 with the famous blockchain game CryptoKitties. Then the excitement about Crypto Kotikov was so widespread in the community that, in addition to selling pictures for 600 ETH, it practically blocked the operation of the Ethereum network itself for several days. With the crypto-winter in 2018-19, the hype for "cats" subsided, but ERC-721 standard tokens remained and in 2021 they created a new NFT hype.
elliswhite5

Buy Gmail Account - 100% Verified Accounts - 0 views

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shared by elliswhite5 on 30 Dec 23 - No Cached
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shared by Hare Marke on 10 Aug 23 - No Cached
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Muslim Academy

What is Islamic banking - 0 views

muslim-academy.com/what-is-islamic-banking

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shared by Muslim Academy on 06 Dec 12 - No Cached
  • Muslim Academy on 06 Dec 12
     
    Islamic banking is a banking action which is steady with the Islamic law (Shariah). Islamic banking is done as per the tenets of Shariah, regarded as fiqh muamalat (Islamic manages on transactions). It tries not to permit the paying and appropriating of riba' (premium) and furthers more amazing level of decency and value in the behavior of banking business. The foremost Islamic bank was created in Malaysia in 1983. In 1993, business banks, dealer banks and back groups were permitted to give Islamic banking items and aids under the Islamic Banking Scheme (IBS banks). The IBS banks are needed to guarantee that the trusts and actions of the Islamic banking transactions are divided from the traditional banking business. All permitted Islamic banks and IBS banks are needed to showcase the Islamic banking logo as demonstrated beneath: SHARIAH PRINCIPLES IN ISLAMIC BANKING The guidelines and standards of fiqh muamalat radiated from two essential origins of Shariah specifically the Quran and the Sunnah and different auxiliary and legitimate origins of Islamic law.
DSL Academy

Benefit Of Doing Php Live Project Training With Expert Web Development Company - 0 views

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shared by DSL Academy on 11 Apr 13 - No Cached
  • DSL Academy on 11 Apr 13
     
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ashok rai

DLF 5 Gurgaon - 0 views

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shared by ashok rai on 10 May 13 - No Cached
  • ashok rai on 10 May 13
     
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Martin Burrett

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shared by Martin Burrett on 05 Jan 17 - No Cached
  • Martin Burrett on 05 Jan 17
     
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www.preformedfittings.com/Factory

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shared by xiaobaicai on 23 Jul 16 - No Cached
  • xiaobaicai on 23 Jul 16
     
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cascade_overseas

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shared by cascade_overseas on 02 Aug 16 - No Cached
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  • xiaobaicai on 02 Aug 16
     
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