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.
In this unit, we will demonstrate how technology can contribute to teaching, …
In this unit, we will demonstrate how technology can contribute to teaching, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.
In this unit of study we will investigate what has emerged as …
In this unit of study we will investigate what has emerged as global good practice in terms of ICT and education, as well as identify what your role as a teacher is in this regard. In this unit we will look specifically at ICT in Education Policy and the role of the teacher.
By the end of this unit teachers should be able to: Deepening …
By the end of this unit teachers should be able to:
Deepening knowledge 3- (d) Designing unit plans and classroom activities so that students engage in reasoning, discussion and use of key concepts of the subject matter while collaborating with peers in understanding, representing and solving complex real-life problems as well as considering solutions to these problems and communicating regarding it.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3- (د) تصميم خطط الوحدة وأنشطة الفصل الدراسي بحيث يشارك الطلاب في التفكير المنطقي والمناقشة واستخدام المفاهيم الأساسية للموضوع أثناء التعاون مع أقرانهم في فهم وتمثيل وحل مشاكل الحياة الواقعية المعقدة بالإضافة إلى التفكير في الحلول لهذه المشاكل والتواصل بشأنها.
By the end of this unit teachers should be able to: Deepening …
By the end of this unit teachers should be able to:
Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.
Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.
تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.
The 2020 GEM Report on 'Inclusion and Education: All means all' calls …
The 2020 GEM Report on 'Inclusion and Education: All means all' calls on countries to concentrate on those being left behind and to move towards inclusion an...
By the end of this unit, teachers should be able to: Technology …
By the end of this unit, teachers should be able to:
Technology Literacy 2- (a) Matching a specific set of curriculum standards to a specific set of computer programs and applications and demonstrating how those standards are supported by those applications.
Deepening knowledge 2- (a) Identifying the main concepts and processes in the field of specialization of teachers, clarifying the function and purpose of the tools for the subject and how these tools can support students’ understanding of these main processes and concepts and their application in real life away from the classroom studying.
نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 2- (أ) مطابقة مجموعة محددة من معايير المناهج مع مجموعة محددة من برامج وتطبيقات الكمبيوتر وإظهار كيفية دعم هذه المعايير بواسطة تلك التطبيقات.
تعميق المعرفة 2- (أ) تحديد المفاهيم والعمليات الرئيسية في مجال تخصص المعلمين ، وتوضيح وظيفة والغرض من أدوات الموضوع وكيف يمكن لهذه الأدوات أن تدعم فهم الطلاب لهذه العمليات والمفاهيم الرئيسية وتطبيقها في الحياة الواقعية بعيدًا عن الدراسة في الفصل الدراسي.
By the end of this unit, teachers should be able to: Knowledge …
By the end of this unit, teachers should be able to:
Knowledge deepening 4- (a) Operation of general-purpose software packages appropriate to the subject taught by teachers, such as digital conceptualization, data analysis, simulation-based role-playing, and available references over the Internet.
Deepening Knowledge 4-(b) Assessing the accuracy and usefulness of web resources in support of the associated project-based learning process in the academic field.
بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 4- (أ) تشغيل حزم البرامج ذات الأغراض العامة المناسبة للمادة التي يدرسها المعلمون ، مثل التصور الرقمي وتحليل البيانات ولعب الأدوار القائم على المحاكاة والمراجع المتاحة عبر الإنترنت.
تعميق المعرفة 4- (ب) تقييم دقة وفائدة موارد الويب في دعم عملية التعلم القائم على المشاريع المرتبطة في المجال الأكاديمي.
This unit of study explores how to logistically arrange lessons and activities …
This unit of study explores how to logistically arrange lessons and activities to include ICT tools e.g. laptops, whiteboards, TV's, smartphones and tablets. Laboratories, classrooms and remote learning will be covered.
By the end of this unit teachers should be able to: Deepening …
By the end of this unit teachers should be able to:
Deepening knowledge 6. (b) Use ICTs to access external experts and learning communities to support teachers' activities and their professional learning process.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 6. (ب) استخدام تكنولوجيا المعلومات والاتصالات للوصول إلى الخبراء الخارجيين ومجتمعات التعلم لدعم أنشطة المعلمين وعملية التعلم المهنية الخاصة بهم.
The Siq is one of Petra’s most endangered areas, in which natural …
The Siq is one of Petra’s most endangered areas, in which natural environmental risks pose a major threat to the cultural heritage and the visitors. Thus, systematic identification and monitoring of its potentially unstable areas is needed. The Jordanian government made a request in 2011 for assistance in this regard, and subsequently a rapid assessment of the Siq was carried out by UNESCO to identify the unstable blocks and map risk zones in the Siq.
Conflict situations and natural disasters increase the risk of theft and trafficking …
Conflict situations and natural disasters increase the risk of theft and trafficking dramatically. Many instances of plunder, theft and trafficking of cultural objects go unseen or unsolved. Help stop illicit trafficking of cultural property by spreading the video. For more info visit: http://on.unesco.org/2qnXeYiThis video was produced by the UNESCO Beirut Office in the framework of the Emergency Safeguarding of the Syrian Cultural Heritage project, funded by the European Union and supported by the Flemish Government and the Government of Austria.
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