Technology In The Classroom

Jun 15, 2009Download as PPT, PDF0 likes188 views

This document discusses using technology in the classroom to teach 21st century skills to students. It mentions digital natives, communicating, collaborating, and creating using productivity tools. It asks the reader to join a Project Pace Ning site, write a 6-word memoir and add text to a picture using Picnik to post on the Ning site, and make a list of favorite content area websites using Diigo.

Technology in the Classroom Diane Sidoroff Instructional Technology Facilitator Austin ISD

Your turn Join Project Pace Ning 6-word memoir – Six words that tell us something about you. A picture that goes with the memory. Use Picnik to add text to picture and post on Ning. Content area list of favorite sites using Diigo

We were pleased to hear Seneca Falls prominently mentioned in President Obama’s inaugural address. We at Elemental Architecture, successor firm to The Stein Partnership, are honored to have collaborated with Ann Marshall and Ray Kinoshita on the design and execution of the Chapel Block of the Women’s Rights National Historical Park and Visitors Center, the site of the Wesleyan Chapel where the first Women’s Rights Convention was held in 1848. Despite unfortunate changes to the preserved fragments of the Chapel, the site remains a moving testament to early struggles for gender equality. Images: 1 Entry to Wesleyan Chapel fragments from Fall Street (prior to recent changes) 2 & 3 Chapel fragments and surrounding walls 4 Fragments of historic brick with new stabilizing masonry 5 Declaration of Sentiments water wall and Visitors Center 6 Interpretive exhibit by John Grady, FAIA of Chermayeff and Geismar

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This document summarizes key points about HIPAA (Health Insurance Portability and Accountability Act) regulations regarding privacy and security of protected health information. It discusses who and what is covered under HIPAA, requirements for covered entities, examples of privacy violations, and concerns around health information exchange through RHIOs (Regional Health Information Organizations).

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We tend to think of indigenous Sardinian construction as robust and direct although not particularly refined. This is due in large part to the widely published images of nuraghi, the stone towers that gave name to the Nuragic Era which spanned from about 1800 to 535 BCE. It is believed that at one time there were as many as 20,000 of these constructions of massive, roughly hewn volcanic stone. Their simple geometric forms are iconic in the natural landscape. Of the approximately 7,000 that have survived, many are sufficiently intact to be experienced as buildings. There is, however, another archetypal form of masonry from the Nuragic Era. This is the precisely cut stonework of the pozzi saccri (sacred wells). Examples include the limestone remains at Perfugas and the reassembled pozzo at the Santa Cristina archeological site, about 115 kilometers from Cagliari. Here, the carefully finished blocks of stone, many non-orthogonal, generate complex geometry both in volume and surface. Built around 1000 BCE, the well itself and the walls that establish its precinct define a construction vocabulary that can be seen in Sardinian architecture for the following 2,000 years; that is emphasizing symbolic building elements by contrasting their high level of finish against a rough background. This may be seen not only in the ceremonial buildings such as churches and tombs, but also in the details of vernacular building. While this device is not unique to Sardinian architecture, there are few other places where a 3,000 year continuum is so clearly seen. Images 1, 2 Nuraghe, Santa Sarbana Images 3-5 Nuraghe, Santu Antine Image 6 Sacred well, Perfugas Images 7-15 Sacred well, Santa Cristina (Image 14, Aperture at top of tholos - well chamber) Images 16, 17 Necropolis (cave tombs), Sant Andrea Priu Image 18 Santa Sarbana Images 19, 20 Ss Trinita di Saccargia Image 21 Santa Maria Regno in Andara Image 22 Duomo di San Nicolo, Sassari Image 23 Santa Catarina, Sassari Image 24 Decorated entry, Perfugas

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- The document discusses the start of World War 1 and the tensions between Germany and Britain leading up to it, with a quote from Kaiser Wilhelm II denying suspicions against Germany. - It then covers some of the major changes in warfare that occurred during WWI, including the rise of trench warfare, use of artillery, cavalry becoming obsolete, infantry evolving, and the introduction of poison gas, tanks, and air power. - Two war poems are analyzed, one reflecting patriotism for England and the other graphically depicting the horrors of a gas attack. - Key events that brought the US into the war are summarized, including the Zimmermann Telegram sent from Germany to Mexico proposing an alliance against the US.

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Replication of Damaged Grotesques at Shepard Hall is Nearing Completion The restoration and replacement of the last 46 sculptures on the exterior of Shepard Hall, City College of New York, is included in the tenth and final Exterior Reconstruction project designed by Elemental Architecture. The grotesques plus numerous florets and other decorative sculptures are the final set of pieces in the more than 3,000 distinct sculptures that required replication as part of the 72,000 pieces that have been fabricated over the past twenty-five years. Image #1 shows thirteen of the restored grotesques. These will be mated with the proper molding profiles and then production molds will be created. Images #2 and #3 show grotesques that required minor repairs; edges of the headdress, nose and finger tips. The top of the head, nose, shoulder and knee of the grotesque in Image #4 needed full reconstruction. Image #5 shows the partially completed replacement of a foot that had been completely missing. The exterior reconstruction of Shepard Hall is a project of the Dormitory Authority of the State of New York and the City University of New York. The replacement castings for this phase are being produced by GFRC Cladding Systems and sculptor Dan Brook. The contractor is Admiral Construction.

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This document provides an overview of a technology integration training. It discusses various technology standards and frameworks. It also introduces a variety of Web 2.0 tools that can be used to communicate, collaborate, and integrate technology into teaching. These include tools for creating multimedia content, sharing resources, and more subject-specific tools. Attendees are encouraged to consider how they can incorporate 4 of these tools into their own classrooms. Contact information is provided for further support.

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This document provides an overview of a technology integration training. It discusses K-12 technology standards and frameworks like ISTE standards. It also reviews the Technology Applications TEKS and requirements for beginning educators from SBEC. A variety of Web 2.0 tools are presented for collaborating, communicating, organizing information and teaching different subjects. Teachers are asked to reflect on integrating technology and their digital footprint. Safety issues like cyberbullying are also addressed.

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The document provides an introduction to studying history and discusses some key concepts, including: 1) It defines objectivity as presenting facts without bias or personal feelings and discusses whether true objectivity is possible in history. 2) It explains that primary sources are original documents and artifacts from the time period being studied, while secondary sources are later analyses and interpretations of events. 3) It notes that historical accounts are limited by what evidence survives from the past and that different perspectives can lead to varying interpretations of the same events.

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There is a tendency to think of the work of Mies van der Rohe as exercises in purist geometry, dry and mathematical. A May 2012 visit to newly restored Villa Tugendhat in Brno, Czech Republic, most easily recognized from its west façade (IMAGE 1) offered a clear reminder that although the precise and controlled layering seen in Mondrian paintings (IMAGE 2), Mies’ European work is also deeply involved with the transparency, reflectivity and ambiguity of Maholy Nagy. (IMAGES 3, 4, 5, 6,7) The above is in addition to the unmistakable concern with the architecture of material and construction (Materiality) (IMAGE 8) which has been discussed with clarity and detail by Professor Ivo Hammer in several articles; or the effect of the understated entry (IMAGE () that begins the experiential drama resolving in the remarkable public spaces. Since the 1970’s and before, there have been efforts in architectural and social criticism to discredit Modernism as simplistic and bland, cold and antihuman. The experiencing Villa Tugendhat, as well as Modern icons such as Villa Savoye (IMAGE10) and the Barcelona Pavilion (IMAGE 11) totally contradict these claims.

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This document provides an overview of a workshop on lesson planning and the use of technology in lessons. It was collaboratively developed by Ms. Diane Sidoroff, an online curriculum specialist, and Dr. Dotti Shelton, a pedagogy expert. The workshop objectives are to deepen understanding of TEKS, curriculum and instruction connections, lesson planning, and technology integration. Various aspects of the lesson planning process are discussed, including determining objectives based on TEKS, assessments, prerequisites, and activities to introduce, practice, deepen understanding of, and assess the material. Taxonomies and frameworks to analyze standards and objectives are presented.

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The document provides an overview of Russian history from 1861 to the rise of Stalin. It discusses the vast Russian Empire under the tsars and the various political and social groups that struggled for change. Key events included the 1905 revolution in response to Bloody Sunday, World War I and food shortages causing the February Revolution of 1917 that overthrew the monarchy. Lenin and the Bolsheviks then took power in October 1917 and established a communist government, fighting a civil war against opposing forces. Under Stalin's rule, the Soviet Union underwent rapid industrialization and collectivization through five-year plans, though at great human cost and with limited improvements to people's lives.

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The document provides an overview of key factors in understanding religion, ethnicity, and the history of power dynamics in the Middle East over the 20th century. It touches on the major religious groups of Islam (Sunni and Shia), the decline of the Ottoman Empire after WWI and the establishment of British and French mandates, the roots of the Israeli-Palestinian conflict over Jewish immigration and the creation of Israel in 1948, and major military conflicts like the Six Day War in 1967.

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