This guide is intended for newcomers to augmented and virtual reality that …
This guide is intended for newcomers to augmented and virtual reality that wish to learn about these technologies and use them in teaching, training, and learning. Appropriate for both educators and trainers, this guide focuses on free and open source websites and apps to allow anyone to get started quickly and easily, and with no coding required.
Prior to this assignment, students read Chapter 2 (Earth's Climate System Today) …
Prior to this assignment, students read Chapter 2 (Earth's Climate System Today) of W. Ruddiman's Earth's Climate book and online information about the TRMM dataset. In the computer lab, students download the instructions and the pre-processed dataset from course website. The lab assignment consists of GIS raster algebra operations used to generate average precipitation rasters and to calculate anomalies. Throughout the assignment, students are asked to interpret and explain global precipitation patterns.
#GoOpen Launch Packet: Phase 1 #GoOpen Districts that choose to implement openly …
#GoOpen Launch Packet: Phase 1
#GoOpen Districts that choose to implement openly licensed educational resources when existing resources are due for renewal start by putting together a team of people at the district level to review and evaluate the resources and what is needed. The team decides which content areas and grade levels might be appropriate candidates for replacement by openly licensed educational resources. The team then decides whether to curate existing resources, create new ones, or implement a combination of the two. It also decides how they will organize and incorporate the new resources into the district’s digital learning infrastructures.
#GoOpen Launch Packet, Phase 2: In selecting and organizing an implementation team, …
#GoOpen Launch Packet, Phase 2: In selecting and organizing an implementation team, #GoOpen Districts identify key stakeholders from across the district to play important roles in creating, curating, and leading the transition to openly licensed educational resources. Once selected, the #GoOpen team works together to determine the appropriate roles and responsibilities for each member of the team and to organize its work.
#GoOpen Launch Packet, Phase 3: #GoOpen Districts that implement openly licensed educational resources at scale need a robust and comprehensive infrastructure for learning that supports high-speed access to resources and devices for both students and teachers in school and at home. In determining their district’s digital readiness, #GoOpen teams take infrastructure into consideration in the early stages of planning to ensure that the infrastructure is reliable and secure, and that every student has equitable access to the resources.
This Launch Packet is designed for districts that have decided to implement …
This Launch Packet is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District. This is Phase 4 of the systematic approach.
This activity focuses on one of the many free web mapping applications …
This activity focuses on one of the many free web mapping applications available: Google My Maps. Google My Maps allows you to create personalized maps, complete with linked photographs and YouTube videos. However, Google My Maps also includes a series of tools for simple quantitative analysis, for example to find the latitude and longitude of a location or the length and area of a geographic feature (e.g. a stream or a glacier).
The projects in this guide use a student-driven approach to learning. Instead …
The projects in this guide use a student-driven approach to learning. Instead of simply learning about AI through videos or lectures, the students completing these projects are active participants in their AI exploration. In the process, students work directly with innovative AI technologies, participate in “unplugged” activities that further their understanding of how AI technologies work, and create various authentic products—from machine learning models to video games—to demonstrate their learning.
Project 1: Programming with Machine Learning Project 2: AI-Powered Players in Video Games Project 3: Using AI for Robotic Motion Planning Project 4: Machine Learning as a Service
Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education
This guide provides student-driven projects that can directly teach subject area standards …
This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society.
Instead of simply learning about AI through videos or lectures, the students completing these projects are active participants in their AI exploration. In the process, students work directly with innovative AI technologies, participate in “unplugged” activities that further their understanding of how AI technologies work, and create various authentic products—from presentations to designing an AI robot—to demonstrate their learning. • Project 1: What AI Does Well and Does Not Do Well • Project 2: Training Data and Machine Learning • Project 3: Senses vs. Sensors • Project 4: Navigation and AI
Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education
This guide provides student-driven projects that can directly teach subject area standards …
This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society. Several key approaches were taken into consideration in the design of these projects. Understanding these approaches will support both your understanding and implementation of the projects in this guide, as well as your own work to design further activities that integrate AI education into your curriculum.
Project 1: AI Chatbots Project 2: Developing a Critical Eye Project 3: Using AI to Solve Environmental Problems Project 4: Laws for AI
Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education
In this guide, students’ exploration of AI is framed within the context …
In this guide, students’ exploration of AI is framed within the context of ethical considerations and aligned with standards and concepts, and depths of understanding that would be appropriate across various subject areas and grade levels in K–12. Depending on the level of your students and the amount of time you have available, you might complete an entire project, pick and choose from the listed activities, or you might take students’ learning further by taking advantage of the additional extensions and resources provided for you. For students with no previous experience with AI education, exposure to the guided learning activities alone will create an understanding of their world that they likely did not previously have. And for those with some background in computer science or AI, the complete projects and resources will still challenge their thinking and expose them to new AI technologies and applications across various fields of study.
Project 1: Fair's Fair Project 2: Who is in Control? Project 3: The Trade-offs of AI Technology Project 4: AI and the 21st Century Worker
Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education.
A colourful and fun superhero-themed slideshow presentation designed to teach students how …
A colourful and fun superhero-themed slideshow presentation designed to teach students how to create effective slideshow presentations. A Google slides presentation that you can adopt / adapt for your classroom. Best suited for grades 5-8 but may work in higher grades too.
Outlines 7 tips for effective slideshow presentations:
Il volume rappresenta la tappa finale della prima stagione di implementazione del …
Il volume rappresenta la tappa finale della prima stagione di implementazione del Progetto ABACUS (giugno 2019 - settembre 2020), sostenuta dal finanziamento pubblico garantito dalla Regione Siciliana e dalla Presidenza del Consiglio dei Ministri. In tal senso, la pubblicazione raccoglie sia una sezione di materiali di discussione critica sul percorso progettuale e sui primi esiti maturati, sia una ricca parte di contributi tematici offerti da referenti istituzionali, studiosi ed esperti, docenti accademici e ricercatori, professionisti e rappresentanti di organismi del Terzo settore Sono state così affrontate ed esaminate differenti tematiche e problematiche socio-culturali e socio-economiche, e prospettive e approcci metodologico-operativi tra loro affini e convergenti, che si sviluppano a cavallo delle politiche sociali, giovanili e culturali, della progettazione sociale e culturale, dell'innovazione sociale e della diversità culturale, in differenti contesti socio-territoriali siciliani e italiani, con una particolare attenzione per quelle iniziative che rappresentano casi paradigmatici in cui le istanze istituzionali, della ricerca, dell'educazione e della formazione si incontrano con le aspettative dei pubblici differenziati e, specialmente, delle giovani generazioni, anche sull'orizzonte della innovazione dell'occupazione giovanile.
This course is designed to provide teachers with the skills and competencies …
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.
By the end of this unit teachers should be able to: Technological …
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.
This educational resource provides essential information for implementation of Industry 4.0 in …
This educational resource provides essential information for implementation of Industry 4.0 in SME’s environment in the form of a collection of “recipes” suitable for SMEs that can be directly used by the owners and managers of SMEs. It includes practical approaches that support SMEs in the implementation of Industry 4.0 taking advantage on the decreasing costs of technologies like 3D printing, robotics, Augmented Reality, etc.
This collection of lessons represent adapted and remixed instructional content for teaching …
This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.
The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.
This exercise is designed to introduce students 1) how to prepare an …
This exercise is designed to introduce students 1) how to prepare an image for Chemung County, Elmira, NY using one Landsat scene downloaded from USGS Global Visualization Viewer (http://glovis.usgs.gov/); and 2) how to display and acquire basic image information with Erdas Imagine.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
