This guide walks you through the part of the Common Sense website that focuses on K-12 Digital Citizenship curriculum. The lesson plans include everything educators need to begin teaching this content in their classrooms and many have accompanying high-quality videos. There are also engaging games for younger students and an interactive social media simulation for older students. Topics include: media balance & well-being, privacy & security, digital footprint & identity, relationships & comunication, cyberbullying, digital drama & hate speech, and news & media literacy. 

The Commonwealth Certificate for Teacher ICT Integration (CCTI) has been developed to improve teachers’ experience teaching in the classroom using a range of information and communication technologies (ICT) appropriately, and increase school manager’s involvement in the ICT implementation process in the school. It challenges school managers and teachers to constantly reflect on what they do in their school and classrooms and how ICT can be integrated into their evolving management and teaching styles. The CCTI has been designed as a distance education course and is aligned with the UNESCO ICT Competency Framework for Teachers. It is an open educational resource (OER) that the Commonwealth of Learning (COL) is making available to teacher training institutions throughout the Commonwealth and beyond. The material can be used as is or can be adopted and/or adapted into existing programmes. The learning materials are developed, tested and revised by SchoolNet South Africa (SNSA) through extensive consultations with teachers and teacher educators around the world. COURSES 1. Professional Development with Technology 2. Designing Learning 3. Technology-Enriched Teaching 4. Education in a Digital Society 5. Innovative Approaches to Learning with Technology 6. Planning Learning Through Projects 7. Managing Technology-Rich Learning Spaces 8. Planning for Technology Integration 9. Change Leadership for Technology Integration

To address the cost of resources for exercise manuals in GIS, I have developed a series of class exercises that can be used with QGIS, a free and open source software.
In addition, some class activities address more general ideas associated with cartography, such as color theory. To make these resources fully accessible to students, I have recorded publicly available videos documenting how these class activities can be completed. There is one video for each classroom lesson in this course offering, and links to all of the videos on the website Vimeo are linked to.

DESCRIPTION
Develops skills needed to produce maps using ArcGIS Desktop software. Outlines cartographic principles and map use. Emphasis on mapping techniques within a GIS. Intended for students enrolled in GIS or UAS programs.

LEARNING OUTCOMES
1. Demonstrate knowledge and apply skills essential to the discipline.
2. Coordinate and manage the delivery of reliable, valid, GIS data including analysis and specialized user needs products.
3. Communicate effectively and appropriately within a professional setting in both written and oral form.
4. Utilize professional communication skills to achieve project outcomes in collaboration with GIS users across disciplines.
5. Research, interpret and apply data/information in the professional setting.
6. Develop and implement GIS services for users who may or may not be GIS knowledgeable.

The midterm represents the final week of working in Word. You will be asked to complete documents that demonstrate that you understand basic rules and best practices to ensure your online research is reliable as well as demonstrate skill in the proper use of Word features covered during the first 5 weeks of the course.

Skills & Knowledge Attained:
*Time management – You were asked to think about your midterm topic in week 1 and declare it in a post in week 2 and given several weeks to prepare and do the necessary research. Research document should demonstrate the time provided was used to spread out the work so that it was not done in a rush and/or at the last minute.
*Best practices on how to check a website for accuracy and truth as well as appropriateness as research source.
*Proper application of MLA requirements using Microsoft Word Reference features, such as adding footnotes, citations, and generating a bibliography from correctly added citations as well as placement and content of appropriate header and footer.
*The paper should be an original piece of writing based on properly cited online research, that demonstrates understanding of the topic researched and should explain in your own words, using proper spelling and grammar, what you have learned about your chosen topic.

The levels of contaminants found in particular animals vary widely depending on where they fit into the Arctic food chain, as described in this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme.

In this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme, learn how human populations in the Arctic are affected by industrial contaminants in the food chain.

The Copyright Crash Course was created by Georgia Harper and is currently maintained by UT Libraries. The Course is arranged into several sections that allow users to explore certain areas of copyright law individually or as a group. The Course was originally created with faculty in mind, but can be used by anyone who is interested in understanding and managing their copyrights.

Students will create a mural of a coral reef environment in the classroom. There will be many materials available in which to create 1-2 examples of their favorite parts of the coral reef.

This Course Review and Approval Tool (CRAT) is the “workbook” that faculty use to design and plan their course with best practice in mind that addresses: curricular alignment with objectives, learning activities, practice assignments and quizzes, and higher-stakes assessments. The 10-tabbed spreadsheet is a digital multitool that centralizes and aggregates the entire course development, review, and approval processes. This tool is used to plan the course prior to its build in the Learning Management System (LMS) as part of an eight-module LMS-based support course that steps faculty through the process and gives them a learner-based perspective on how the tools work together and the features available to them for use in their own courses.

In addition to facilitating communication with multiple stakeholders who may share the document, the process MODELS a self- and peer-reviewed authentic assessment strategy that adapts itself well to any curriculum, whether for training, orientation, or credit-bearing coursework. It supports and models features of an intersection of agile design, backward design, and reflective practice in addition to encouraging authentic and formative assessment strategies. Providing all necessary documents in one easily accessed and bookmarkable document facilitates the process of course development by providing both a model and a touchstone for faculty who are often overwhelmed with the complexity of the process of developing or redeveloping courses regardless of delivery modality. While most of our faculty came to the program because of requirements for online or hybrid learning, most have exclaimed happily that they now apply this process to all of their courses and their learners have shown appreciation for the clarity and consistency that the tool promotes and supports.

The document also includes a dynamic link to future updates for anyone who adopts it and wants to follow its evolution. Feel free to adapt!

The purpose of this toolkit is to provide a helpful, detailed checklist for SMTs to plan and manage their school nutrition programme.

ISTE Standards for Educators - Standard 6: Facilitator     b. Manage the use of technology and student learning straategies in digital platforms, virtual environments, hands on makerspaces or in the field.This lesson is an introduction to Google Classroom for teachers.  The Google Classroom app is a digital tool that allows teachers and students to learn and create in a paperless environment. 

Curriculum, Assessment and Management 1 Open Resource Adaptations

ED 622 Curriculum, Assessment and Management I

Course will help students to develop assessment, instructional and management strategies in the planning, implementation and evaluation of instruction in various classroom settings using the framework of teacher work sampling. The basics of lesson planning, instructional methods, assessment planning, differentiation and classroom management will be covered.

Data Carpentry lesson to learn how to use command-line tools to perform quality control, align reads to a reference genome, and identify and visualize between-sample variation. A lot of genomics analysis is done using command-line tools for three reasons: 1) you will often be working with a large number of files, and working through the command-line rather than through a graphical user interface (GUI) allows you to automate repetitive tasks, 2) you will often need more compute power than is available on your personal computer, and connecting to and interacting with remote computers requires a command-line interface, and 3) you will often need to customize your analyses, and command-line tools often enable more customization than the corresponding GUI tools (if in fact a GUI tool even exists). In a previous lesson, you learned how to use the bash shell to interact with your computer through a command line interface. In this lesson, you will be applying this new knowledge to carry out a common genomics workflow - identifying variants among sequencing samples taken from multiple individuals within a population. We will be starting with a set of sequenced reads (.fastq files), performing some quality control steps, aligning those reads to a reference genome, and ending by identifying and visualizing variations among these samples. As you progress through this lesson, keep in mind that, even if you aren’t going to be doing this same workflow in your research, you will be learning some very important lessons about using command-line bioinformatic tools. What you learn here will enable you to use a variety of bioinformatic tools with confidence and greatly enhance your research efficiency and productivity.

In this article, I propose a toolbox that L2 teachers can draw from to nurture, facilitate, and foster constructive intercultural dialog when dealing with socially acute questions (SAQs) in the English-language classroom. Starting off with a case study describing a poorly managed racist incident that occurred in one of the author’s interfaculty conversation classes, the article provides insights into SAQs from Transdisciplinarity, Social and Emotional Learning (SEL), and the Pedagogy of Encounter. The article continues with an introduction to the concepts of Safe Spaces and Story Circles, and a reminder of the key concepts of Cross-Cultural Pragmatics. It aims at providing a SAQ toolbox that the L2 teacher can draw from to deal with SAQs in cross-cultural dialog situations they may encounter in their English-language classrooms, meeting the stakeholders’ (the L2 learners’ and teacher’s) academic expectations as well as emotional needs.

Engineering analysis distinguishes true engineering design from "tinkering." In this activity, students are guided through an example engineering analysis scenario for a scooter. Then they perform a similar analysis on the design solutions they brainstormed in the previous activity in this unit. At activity conclusion, students should be able to defend one most-promising possible solution to their design challenge. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 4 in a series of six that guide students through the engineering design loop.)

Students create a concept design of their very own net-zero energy classroom by pasting renewable energy and energy-efficiency items into and around a pretend classroom on a sheet of paper. They learn how these items (such as solar panels, efficient lights, computers, energy meters, etc.) interact to create a learning environment that produces as much energy as it uses.

In this video segment from Nature, learn about six different breeds of cattle.

I find that when assigning lengthy readings for in-class discussion, it is extremely helpful to guide students' preparation with specific questions, and incorporate these in worksheets that explicitly call for students to write out their responses before entering the classroom. These worksheets can provide some added structure for whole-class discussion, or can provide a specific agenda for review of the readings in small groups. Because these readings are more than a few years old, I have also found it useful to assign small groups of students to give brief reports that expand on and update the issues raised in the readings.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

he teacher's most important objective when faced with a defiant or non-compliant student is to remain outwardly calm. Educators who react to defiant behavior by becoming visibly angry, raising their voices, or attempting to intimidate the student may actually succeed only in making the student's oppositional behavior worse! While the strategies listed here may calm an oppositional student, their main purpose is to help the teacher to keep his or her cool. Remember: any conflict requires at least two people. A power struggle can be avoided if the instructor does not choose to take part in that struggle.

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?