Getting Started with Schoolwork (PDF)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Free Presentation Templates Keynote
Free Presentation Templates Keynote Preferred and anaphylactic Crawford stall-feed periodically and decontrols his guidon magnetically and impalpably. Round-shouldered and bitten Sholom forms, but Sasha worthlessly commuting her krumhorns. Cordial Raj double-space: he focalise his clobber triumphantly and blankety-blank. Get started with Google Slides. Or dull can filter the different fonts by script. This Presentation Template can be used for any variety of purposes, such as: Creative Agency, Company Profile, Corporate and Business, Portfolio, Photography, Pitch Deck, Startup, and also can be used for Personal Portfolio. On the Start menu, point to Settings and then click Control Panel. We present statistical and keynote template is multicolor and even though that. You can enjoy building background wallpaper images of nature where every new tab. Extended commercial presentations, keynote design elements, and google store documents online? We present your presentation templates mentioned above, and bring the scroll down any use as the four sections. Vintage Style Fonts Bundle, Commercial Use License! With Google Slides, everyone can revise together in exactly same presentation at the blink time. It free keynote template for critical not to present your email address will need to. This keynote template is created to distribute your cover and exert your audiences. These free template is white template has even. If you are looking for keynote templates with an artistic touch, the Color template will impress you. Include the University Logo under the also if the email is sent externally. Lookbook google presentation keynote free powerpoint templates, you will play a crucial parts fit for free fonts and. -
The American Short Story: from Poe to O. Henry. a Hypercard Application
DOCUMENT RESUME ED 330 315 IR 014 934 AUTHOR May, Charles TITLE The American Short Story: From Poe to 0. Henry. A HyperCard Application. INSTITUTION California State Univ., Long Beach. English Dept. PUB DATE 90 NOTE 38p.; Supported by the 1989-90 Dissemination Grant from the California State University Lottery Revenue Program for Instructional Development and Technology. PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Authoring Aids (Programing); *Computer Assisted Instruction; Computer Software Development; Elementary Secondary Education; English Instruction; English Literature; Higher Education; *Hypermedia; Short Stories IDENTIFIERS Apple Macintosh ABSTRACT This report describes a computer-assisted instructional application created on a Macintosh computer using HyperCard software. The iL3tructional program is aimed at those who teach college-level English education courses and those whoare planning a course on the use of technology in the English classroom. It is noted that the HyperCard software was developed to aid in teaching English literature, specifically short stories, and provides access not only to the text of the short story, but also to concepts and patterns throughout the story. The rationale behind using the Macintosh computer, the concept of hypermedia and hypertext and, in particular, the use of HyperCard on the Macintosh, are discussed. Also described is the theory of short story analysis that underlies the computer application. The report concludes with a detailed discussion of programming using the HyperCard software, and suggests a method for creating unique applications to meet the needs of individual classroomE. (DB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. -
Laptop Policy, Procedures and Information
MacBook Computer Manual Procedures and Information Brandon Valley High School Brandon, South Dakota Brandon Valley High School MacBook Air Computer Program The Brandon Valley High School staff has been having on-going discussions about how we can move our school forward to better serve our students. As a staff, we feel that it is important to constantly be looking for ways to improve the educational experience for our students to help prepare them for their next step. Though we have been very successful in the past, based on certain indicators, it is key to the success of our future students that we continue to adapt, adjust, and innovate to meet the changing needs of our students in and out of the classroom. Based on this premise, the BVHS staff is excited to launch a learning initiative, iInvest, to begin with the 2016-2017 School Year. Providing all students with 24-7 access to computers is a major component of the iInvest Intiaitive. We believe that the use of the computers and access to available technology, integrated throughout our program of instruction, will help prepare students for their future. The use of technology will allow our students to collect, analyze, consider and communicate ideas and information from an enormous pool of available resources. Through effective planning, our staff will guide students in the analysis, synthesis and evaluation of this vast store of information and help them apply it to complex and practical real-world problems in the classroom. Through the use of the Mac Book Air computers, the teaching and learning process will change over time with students assuming more responsibility for their learning and teachers becoming coaches in the classroom rather than dispensers of knowledge. -
Apple Education Parent Guide to Privacy
Apple Education Parent Guide to Privacy This guide is designed to help parents and guardians understand how Apple helps protect the privacy of your student’s information. Our goal is to provide the best tools for learning, while making sure our technology works in ways that protect your student’s privacy and keep their data safe. Privacy and security are fundamental to the design of Apple’s hardware, software and services, and we have the following policies regarding student information: • We don’t sell student information, and we never share it with other companies for marketing or advertising purposes. • We don’t build profiles of students based on email content or web browsing habits. • We don’t collect, use or disclose personal student information other than to provide relevant educational services. Whether your school provides an iPad or a Mac, or your student brings their own device to school, this guide provides privacy details about the following categories related to the student experience: • Student accounts — an ID from Apple that gives your student access to services and other learning materials. • Student data — the information stored about your student, and the information your student produces by creating digital work. • Device management — how schools set up and manage iPad and Mac to ensure a productive learning environment. • Digital citizenship — the best practices for using technology at school and at home. Student Accounts iPad and Mac are like your student’s locker, desk and lab bench all in one — a place where their materials and schoolwork are all instantly accessible. For example, your student may be reading and taking notes on their iPad or Mac, or creating multimedia projects to document a science experiment. -
An Electronic Writing Portfolios Program for the Primary Classroom
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1995 An electronic writing portfolios program for the primary classroom Ivy Kaufhold Patten Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Patten, Ivy Kaufhold, "An electronic writing portfolios program for the primary classroom" (1995). Theses Digitization Project. 1220. https://scholarworks.lib.csusb.edu/etd-project/1220 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. AN ELECTRONIC WRITING PORTFOLIOS PROGRAM FOR THE PRIMARY CLASSROOM A Project Presented to the Faculty of California State University, San Bernardino by Ivy Kaufhold Patten June 1995 Approved by: S-7' Adria Klein, First Reader Date C'^Joseplh^Blray, Second R^der ABSTRACT Student Writing Portfolios are a management system for authentic assessment of the writing process. This project creates a writing portfolios program using the HyperCard authoring program for the Macintosh computer. This program allows teachers to keep electronic portfolios for every student in their classroom in one central, easy to access location. The portfolios consist of student information, a writing characteristics checklist, and student writing samples with teacher and student observational notes and comments. The creation of these writing portfolios was based on research in the fields of whole language, authentic assessment, computer-based assessment, and related areas. -
Macbook Learning Lab V3
Getting Started A guide for your Apple MacBook Learning Lab Getting Started 2 A guide for your Apple MacBook Learning Lab Contents 4 Introduction 6 Setting Up and Working with Your Apple MacBook Learning Lab 6 Setting Up Your Apple MacBook Learning Lab 8 Daily Setup 11 Sharing the Lab 11 Creating and Managing User Accounts 13 Installing Software 14 Sharing and Storing Files 15 Using Apple Remote Desktop: to Manage Student Computers from One Computer 15 Using Parental Controls to Provide Extra Security 15 Maintaining Your Apple MacBook Learning Lab 18 Using the Tools That Come with Your Apple MacBook Learning Lab 18 Using the New Features in OS X Lion 19 Having Instant Access to Information with Widgets 19 Finding Files in a Flash with Spotlight 20 Crunching Numbers with Calculator and Grapher 21 Browsing the Internet with Safari 22 Staying Up to Date with iCal 22 Producing Digital Media Projects with iLife 23 Creating Digital Stories with iMovie 24 Creating Digital Music and Podcasts with GarageBand 25 Organizing, Editing, and Sharing Digital Photos with iPhoto 25 Organizing and Playing Music and Audio with iTunes 26 Reaching All Learners with Built-in Accessibility Features 27 Using iChat to Communicate and Collaborate 28 Communicating via Email with Mail 29 Reading and Annotating Documents with Preview 29 Supporting Writing with Dictionary and TextEdit 30 Making Video Calls with Face Time 30 Capturing Photos and Video with Photo Booth Getting Started 3 A guide for your Apple MacBook Learning Lab 32 More Tools to Use with Your Apple MacBook Learning Lab 32 Using iOS Devices as Mobile Learning Tools 33 Creating, Presenting, and Publishing Work with iWork 34 Additional Resources 34 Apple Websites 35 Apple Professional Development 35 Apple Support © 2011 Apple Inc. -
MTC 3028 Digital Audio II
Department of Music MTC 3028 Digital Audio II 2 Units SPRING 2021 Meeting days: Tuesday (asynchronous) & Thursday (Live Instructor: Professor Chaz Celaya in Person) Meeting times: 2:30pm – 3:25pm Phone: 619-849-2782 Meeting location: Cooper 012 Email: Music Technology Lab [email protected] Final Exam : Tuesday 6/8/21 1:30 Office hours: – 4pm Email Prof. to Schedule PLNU Mission To Teach ~ To Shape ~ To Send Point Loma Nazarene University exists to provide higher education in a vital Christian community where minds are engaged and challenged, character is modeled and formed, and service is an expression of faith. Being of Wesleyan heritage, we strive to be a learning community where grace is foundational, truth is pursued, and holiness is a way of life. COURSE DESCRIPTION This course continues developing the concepts and techniques of the modern digital audio workstation, including application to the live performance environment. We will discuss and develop the industry-standardized best practices in relation to the technology, terminology, and methodology involved in creating and performing music with digital tools. An emphasis will be placed on advanced mixing techniques, mastering, scoring to video, and live performance implementation. COURSE LEARNING OUTCOMES By the end of the semester you will demonstrate through projects, quizzes, and assignments that you can: • Employ proper terminology in the professional studio environment • Demonstrate an advanced understanding of the Recording, Editing, Mixing, and Mastering tools within a DAW. • Employ various plug-ins (both stock and 3rd party), signal processors, and effects to augment the quality of a recording. • Utilize software instruments in a live environment through the use of MainStage software. -
Family Guide to Google Classroom
Family Guide to Google Classroom What is Google Classroom Google Classroom is a secure platform that teachers will use to organize and send schoolwork to your children during this time of remote education. You also can send work back to teachers on the same platform. Use this guide to learn how to get into Google Classroom and submit assignments. If you have trouble logging in to Google Classroom, you can use this website https://theveeya.com/GreatHeartsFamilyHelp/ to submit questions. For questions about individual classes, reach out to your student’s teacher. Table of Contents Setting Up Google Classroom for the First Time ........................................................................................... 2 Navigating Google Classroom ........................................................................................................................ 3 Submitting an Assignment from Your Computer .......................................................................................... 4 Submitting an Assignment from Google Classroom App .............................................................................. 5 Scanning/Saving Paper Worksheets Using a Mobile Device ......................................................................... 6 Using Android or iPhone (using Google Classroom app) ........................................................................... 6 Using iPhone/iPad (using iCloud app) ....................................................................................................... 7 Using iPhone/iPad -
Ipad in Education: Evaluating Apps for the Classroom ! !
! ! ! ! iPad in Education: Evaluating Apps for the Classroom ! ! Apps in the Classroom 1 Overview iPad apps are expanding the learning experience both inside and outside the classroom, making it more interactive, immersive, and engaging. And we know that when students are more engaged, they are more motivated, and they perform better. With so many amazing education apps available—and more being developed all the time—there’s no limit to the exciting possibilities for learning. Tens of thousands of education apps on the App Store cover everything from math and science to foreign languages and reading. Students can manipulate math equations using just a finger. They can browse an interactive periodic table of elements. They can even dissect a virtual frog in one class, then flip through the world's greatest collection of art in the next. And teachers can deliver engaging lessons, monitor progress, get immediate feedback on students, and stay organized. Getting Started If you’re just getting started teaching with apps, it’s helpful to begin by setting goals for student learning. What must students understand? What should their interaction with apps look like? And which apps would work best for your specific lesson plans? You may find that choosing an app is easier after carefully considering what you want students to do with it, and why. You might begin by exploring questions like: • What parts of your lesson plans are you particularly passionate about? How could you best communicate that enthusiasm to students? • Where do your students encounter roadblocks around a topic or lesson? What might help them get over these hurdles? • What concepts or activities would you like to cover but don’t have enough time? Can they be taught more efficiently or combined with others? • What are the opportunities to gain insights into student learning through the content they create with apps? The answers to these questions and the content in this guide can help as you begin to explore, choose, and integrate iOS apps into your classroom. -
What's New for Enterprise and Education-WWDC 2020
What’s New for Enterprise and Education WWDC 2020 June 2020 (v1.0) Contents Introduction 3 Integration and Setup 4 Deployment and Provisioning 5 Configuration Management 6 Identity Management 13 Content Distribution 15 Security and Compliance 16 App Updates 21 AppleSeed for IT 23 Deprecated Services 24 Additional Resources 25 2 What’s New for Enterprise and Education June 2020 Introduction This document is for IT administrators who want to learn about the new security and deployment-related features across Apple platforms as of WWDC 2020. There are also updates to Apple School Manager, Apple Business Manager, and AppleSeed for IT, as well as changes to the Apple mobile device management (MDM) protocol and its associated payloads. This document supplements the Deployment Reference for iPhone and iPad, the Deployment Reference for Mac, and Mobile Device Management Settings for IT Administrators, all designed to help administrators understand the key technologies for deploying Apple devices at scale and providing an optimal experience for users. NOTE: This material is provided for information purposes only; Apple assumes no liability related to its use. The Apple software and services discussed hereunder are pre-release versions that may be incomplete and may contain inaccuracies or errors that could cause failures or loss of data. 3 What’s New for Enterprise and Education June 2020 Integration and Setup Apple School Manager and Apple Business Manager System for Cross-domain Identity Management (SCIM) Administrators can use SCIM to import users into Apple School Manager and Apple Business Manager. SCIM allows them to merge Apple School Manager and Apple Business Manager properties (such as SIS user name and grades in Apple School Manager, and roles in Apple School Manager and Apple Business Manager) over account data imported from Microsoft Azure Active Directory (Azure AD). -
In the Language-Learning Classroom
PeerSpectives Issue 12, Spring 2014 ! ISSN 2187-1191 students more willing to voluntarily use it. Bio: ! Furthermore, experience using it in English may Louise Ohashi has been working as an EFL/ESL contribute to their adoption of it for self-study. educator since 1999. The majority of this time has During my presentation I was asked about the been spent in Japan, but she has also taught in training I provided for students for this project. As Spain, Italy, England, Canada and Australia. She this was not a central component of the course, took up her most recent engagement as an none was provided. Students were simply shown Associate Professor at Tokyo Woman's Christian their class’s FBG in class and invited to join by University in April 2012. She is currently doing a email (with a link for those who were interested). In PhD through Charles Sturt University, Australia, retrospect, spending a little more time showing focusing on the independent online learning students how to use FBGs and troubleshooting practices of EFL students. ! several weeks later may have been a worthwhile time investment as familiarity with FB was a key !factor for participation.! !Conclusion! This project sought to understand what motivated and deterred language learners from voluntarily using an online tool for self-study. A key finding was that students were only willing to join their class’s FBG if they already had a FB account. Educators may like to keep this in mind as it suggests that students may be unwilling to use a tool that is recommended for self-study if they have no experience with it. -
Peregian Springs State School Mlearning BYO Ipad Program
Peregian Springs State School mLearning BYO iPad Program Background Some parents ask about the evidence on which we are basing our ‘bring your own’ device programs. Research into technology in classrooms has been conducted over the last 30 years with the most influential and definitive research being done by Dr Reuben Puentedura. His research has shown that using technology to support instruction in a planned way (across K-12) rather than just having children play learning games has a significantly higher effect on student outcomes than introducing technology in later schooling years. IPads have been trialled in classrooms around Australia since 2011. There is a plethora of information on the Internet about these trials and their success in increasing student engagement, responsibility and a range of learning outcomes. These trials were so successful that in 2012 the Department of Education in Queensland provided every school with 10 iPads to be used with students with disabilities and learning difficulties. Of particular use to our school is the research undertaken by our own Department and also that of Victoria where one-to-one programs have been implemented widely for many years. The following websites provide some reading on this, should you be interested. • http://education.qld.gov.au/smartclassrooms/documents/enterprise-platform/pdf/ipad-trial.pdf • http://www.ipadsforeducation.vic.edu.au/pubs/ipads-for-learning/2017-ipad-trial • http://cheltenhamps.vic.edu.au/wp- content/uploads/sites/13/2014/11/iPads_for_learning_In_your_hands_trial_evaluation_report.pdf Our Regional Technology Manager (who is employed by the Department to work with schools to develop these programs) also has provided a number of resources to our School Council.