Web as a resource material, streaming technology, a virtual lab, exploration of search engines and resources through internet.
Thursday, 27 December 2012
Friday, 14 December 2012
Webskills in the ELT: Readers Theatre in ELT
Webskills in the ELT: Readers Theatre in ELT: Luv and Kush and the White Horse Read more at http://www.kidsgen.com/fables_and_fairytales/indian_mythology_stories/luv_and_kush_and_the_wh...
Readers Theatre in ELT
Luv and Kush and the White Horse
Read more at http://www.kidsgen.com/fables_and_fairytales/indian_mythology_stories/luv_and_kush_and_the_white_horse.htm#yHWwb7ZvkGyJpga9.99
Total points possible 40
Points earned ________ Percentage _______%
Bottom of Form
Read more at http://www.kidsgen.com/fables_and_fairytales/indian_mythology_stories/luv_and_kush_and_the_white_horse.htm#yHWwb7ZvkGyJpga9.99
After Sita was sent away from Ayodhya by Rama, she lived in Sage Valmiki's ashram with her sons, Luv and Kush. The two boys grew up to be strong like their father, Rama.
One day, Rama held a big Ashvamedha Yajna. After the yajna, a sacred white horse was adorned with jewels and garments and it was declared that this horse would be taken around to many kingdoms across the region. A declaration was hung around the horse's neck, which stated that if anyone caught the horse, they would have to fight with the soldiers accompanying the horse. Shatrughna was entrusted with the task of taking the horse.
One day, the horse was passing by Sage Valmiki's ashram. Seeing the horse, Luv and Kush decided to take it to the ashram. While catching the horse, they noticed the declaration around its neck but were not in the least bit frightened. Soon, Shatrughna arrived with some soldiers and was furious to see that two young boys had caught the horse. He tried to persuade Luv and Kush to let the horse go but the boys were adamant and wanted to fight Satrughna's army.
Luv and Kush were very good at archery, and soon Shatrughana's soldiers fled and he had to accept defeat.
Shatrughana went back and told Rama about the young boys and how they had defeated the army. Rama asked Laxmana to go to Valmiki's ashram and get the horse back from the boys. He told Laxmana to bring the boys to Ayodhya.
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RT Practice Exercise
Ashwamedha Yajna
(The white horse when released by the most powerful emperor on the earth and its march to different lands symbolized territorial extension, expansion and possession)
Characters – Luv and Kush (brothers)
Laxman (Ram’s Brother)
White-Horse – (non-human character)
Luv: See, Look brother, do you see the thing approaching?
Kush: Yes. I hear the sounds too.
Chorus: Sound of trumpet. Victory! Victory! Victory! This victory is ours Jai Jai Ram!
Luv: Yes, it seems to be a resplendent horse – and there is an army following the white horse.
Kush: Right I see the infantry heading towards us! It is followed by chariots and men in shining armours.
Luv: Kush Bhaiya, I think we should reach for our arms and reach for our weapons and should take strategic positions.
Chorus: Capture! Capture! He is ours! Now let us be the victors of the captive white horse!
Laxman: What are you lovely boys doing in this dense forest? How come such lovely and innocent boys are here with the arms? Have you seen the white horse? It is our Ashwamedha horse.
Luv and Kush (together): Yes –
And we are not in woods, but in the hermitage of the sage Valmiki and this abode belongs to him.
Laxman: I request you children to return our white horse.
Luv: How can we do that? It is our possession now. We won’t return the horse without a decisive battle!
Chorus: Jai Shri Ram! Jai Shree Ram!
Laxman: What has made you so rude? Such words from such small children! Show some courtesy to an elder person!
Luv and Kush (together): It is not about confrontation. Go and inform your master Lord Ram to come and meet us and take back the horse. Only we want him to be here! Otherwise decide to fight!
Chorus: Jai Shree Ram! Jai Shree Ram! Be ready with your arms!
(Sounds the trumpet)
Readers Theater Presentation Rubric
Name _________________ Date ___________
Excellent | Good | Needs works | |
Oral DeliveryVolume | Consistently speaks loudly enough for audience to hear 8-10 pts. | Usually speaks loudly enough for audience to hear 4-7 pts. | Speaks too soft or loud to hear. 0-3 pts. |
Oral DeliverClarity | Words are pronounced correctly and easily understood 8-10 pts. | Most words are pronounced correctly and easily understood 4-7 pts. | Many words pronounced incorrectly, to fast or slow, mumbles 0-3 pts. |
Oral Delivery Reads with expression | Consistently reads with appropriate expression 8-10 pts. | Usually reads with appropriate expression. 4-7 pts. | Reads with little or no expression. 0-3 pts. |
Oral DeliveryReads in turn | Takes turns accurately on a consistent basis. 8-10 pts. | Takes turns accurately on a somewhat consistent basis 4-7 pts. | Takes turns rarely on a consistent basis 0-3 pts. |
Cooperation with group | Consistently works well with others 8-10 pts. | Sometimes work well with others. 4-7 pts. | Difficulty in working with others. 0-3 pts. |
Total points possible 40
Points earned ________ Percentage _______%
Readers Theater Performance Rubric Derived from rubric: Readers Theater Performance Rubric | built by unccgrad17 Rubric Code: C6524W | |||||||||
Readers Theater Performance Rubric | *Ready to use Public Rubric | |||||||||
Keywords:
| Readers Theater Performance Rubric | |||||||||
Categories:
| Subjects: English Types: Presentation | |||||||||
Grade Levels:
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Top of Form
*Readers Theater Performance Rubric Readers Theater Performance Rubric | ||||
Poor 1 pts | Good 2 pts | Excellent 3 pts | ||
Action/Movement The readers are following stage directions or acting-out dialogue. |
Poor
Through most of the story the readers are not following stage directions and acting out the dialouge. |
Good
Through most of the story the readers are following stage directions and acting out the dialouge. |
Excellent
Through all of the story the readers are following stage directions and acting out the dialouge. | |
Fluency A smooth and correct reading of the dialogue. |
Poor
Thorugh most of the story the readers are making frequent, more than ten, mistakes when reading the dialogue. |
Good
Through most of the story the readers are smooth and correct when reading the dialogue, making between five and nine mistakes. |
Excellent
Through all of the story the readers are smooth and correct when reading the dialogue, making less than five mistakes. | |
Expression The reading shows emotion and changes with punctuation. (Question Marks, Exclamation Points) |
Poor
Through most of the story the readers are not showing emotions and changing their tone with the puncuation. |
Good
Through most of the story the readers are showing emotions and changing their tone with the puncuation. |
Excellent
Through all of the story the readers are showing emotions and changing their tone with the puncuation. | |
Volume The readers can be heard clearly by the audience, but are not shouting inappropriately. |
Poor
Through most of the story the readers are not speaking at the correct volume. (Loud enough to be heard but not shouting inappropriately.) |
Good
Through most of the story the readers are speaking at the correct volume. (Loud enough to be heard but not shouting inappropriately.) |
Excellent
Through all of the story the readers are speaking at the correct volume. (Loud enough to be heard but not shouting inappropriately.) |
Bottom of Form
Friday, 7 December 2012
Overview of the E-Teacher Course Work
(OVERVIEW) REFLECTIONS IN WEEK - 10 
It had been a
startling start for me to get through the intricacies of webskills and teaching
skills via UO. I was afraid then, I was holding myself high to penetrate
through the webskills techno-savvy approach of UO. Learning this E-Teacher (Building Teaching
Skills through Webskills) through
University of Oregon, U.S.A., is relevant to my own further academic
enhancement and it will enrich me with the global demand of raising better
human capital well-versed in English language both as a teacher and as a
student.
First I opened
my classroom discussion account, but I was initially stuck up with blogger. I
named it –http://extaxsieinelt.blogspot.com/ - Webskills in ELT.
Incorporating Technology via Blog
The teachers are
nowadays quite conversed with world-wide web services for their teaching
learning interventions. Even the faculty and students do not lag behind in
developing their interpersonal relations through networking on social sites
like Face book and Twitters and teachers use blogs or their own domain websites
to post their profile updates or their achievements. It is also found that
teachers of the respective departments post their yearly schedules,
action-plans, feats etc. to highlight the progressive potentiality of their
colleges. These days students and teachers are sufficiently knowledgeable to
surf NET for procuring study material, application forms for admissions, job
opportunities, examination papers, sample lessons etc.
The E-teacher
Online Scholarship Program, conducted by American Institute of English,
Depatment of Linguistics, University of Oregon, Eugene will help the ELTs to
study that to what level the interaction on the websites can be used for
creative skills in teaching and learning activities in colleges for ELT. It
would focus on the usage and application of language skills to create
environment in the classrooms as well as to develop the sense of receiving and
transmitting education to students. It would explore the resources available at
E-Libraries or at E-journals to enhance teaching strategies. It would bring out
the prospects of information knowledge processing in professional ethics.
The E-teacher
Online Scholarship Program, conducted by American Institute of English,
Depatment of Linguistics, University of Oregon, Eugene will help the ELTs to
study that to what level the interaction on the websites can be used for
creative skills in teaching and learning activities in colleges for ELT. It
would focus on the usage and application of language skills to create
environment in the classrooms as well as to develop the sense of receiving and
transmitting education to students. It would explore the resources available at
E-Libraries or at E-journals to enhance teaching strategies. It would bring out
the prospects of information knowledge processing in professional ethics.
Oral-Aural Skills
Through TELL and
CBT various multiple capabilities can be instilled, while holding
student-centered classroom activities. These innovative, interactive and integrative
English Language Oral Practice Modules, many kinds of multidisciplinary and
literary activities can be framed. In teaching drama we can evolve oral skill
interventions in this way - To let the students to introduce their assumed
character chosen out of the play (an individual and group/peer activity);- To
speak one of the dialogues of the assumed character from the play (role-play);-
To predict the event or the action that could happen if the character had
done/not done so (Future-Teller); To speak in alphabetical order the adjectives
written for the characters in the play by the playwright( game-activity); - To
ask students to get from web the pictures that relate to such characters in the
play and speak a few sentences for each picture (individual and group
activity).
According to me
some of the significants motives must be:
- To know about our
inner dilemmas.
- To know ones'
attributes that confirms how much we are dynamic and hard-worker to feel and accept the
change.
- To excavate
the inner strengths quickly.
-To display our
thought-process in demanding and in eye-catching way, even though it reflected our simplicity or
ignorance of our expression.
- To solve the
intricacies of exploring web-possibilities for the interaction purpose
-To prepare new models for ELTs is no doubt
interesting and intuitive but these ideas do need lot of reorientation as
regards computer and internet being used for learning webskills.
Action - plan for lesson in classroom with
multicultural-setting
- An Indian poet's collection of poems may be
used for pedagogic study as regards ELT studies. Generally poems give lot of
information such as -backdrop, history, social conditions, psychology, the kind
of people or characters, geographic locations, besides linguistic variations
consisting in it. Then other exercises can be planned out as regards the
comparative study in the poems of the same poet.
Non - Native Speakers of EFL
Every learner
has its own culture which he carries into the language learning classroom and
teacher has its own cultural background because of his experience, language
education and knowledge or because of his being migrant to the other place from
his native place, so his teaching process may vary with the language-performers
and language –learners. Learner has the knowledge of his mother tongue and his
culture when he comes to learn the target language or second language, which is
English. It is important to note that English language has its own entity and
learning process.
Experts of EFL and in ELT for ELF and EAP
Similarly
teacher is supposed to adopt such strategic pedagogic interventions so that
students become familiar with the second language with ease and comfort, and
the acquisition process turns into a coordinated and cooperative learning.
Effective learning can take place only when amalgamation is established between
the first language and the second language. Collaborative and cooperative
learning process should be emphasized so that the learner becomes more and more
interactive and he develops his productive and receptive skills.
ABCD Model of Teaching
In response to
the reading material provided to understand the ABCD model of teaching and
learning theory, I intend to illustrate this with the fact that any model that
is developed either as verbal or visual clue to extract information from the
students, we have to see that there should be no communication barrier. For
this every unit of our lesson-plan must be social in nature, promote response
to stimulus, relate to surroundings of the learner, the nature of lesson -plan
should be cognitive, psychomotor and affective. To generate effective learning,
all oral teaching should aim to enable
the learner to at least first express logical vocabulary to the
verbal/pictorial stimulus; second when identification is over, then it is to be
related to memory or understanding because that results into conditioning and
behavioural changes. The interactive web can be a resourceful tool to the
present generation of multilingual society to evoke perception, identification,
selection, recognition and expression.
The appropriate motives of application in ELT
It is only
possible when teacher forgets his own role of a supervisor/controller rather
he/she too moulds his teaching interventions as if he the first primary learner
out of the disseminated information done by the students. The perspective of
language teacher education in contemporary classroom is comparatively much
difficult to prepare lessons plans because today the learner is far richer in
the knowledge about social milieu through new media and media literacy.
Similarly the instructor is to play the role of mediator rather as teacher or
as the supervisor rather as the philosopher to instill problem solving outlook
among the learners, as the present age is more scientific, technical,
informative and communicative. Therefore the perception towards language
teacher education is to be reformulated and redesigned in order to bring not
only the autonomy in learners' engagement to the text and context in the
classroom; but also to reestablish the verbal culture of teaching EFL as ESL in
the varied categories of learner's engagement in classroom, in day to day
conversation and in official language as required either in public sector or in
the corporate sector.
Pragmatic use of Web Search Engines
Julia Dong's
research article on the study of “The Employment of CALL in Teaching
Second/Foreign Language Speaking Skills” published in the Post –Script Volume
3:1 (July 2002) presents the research study on computers, software packages and
networks that help in providing a number of ways to assist language learning.
She suggests
that CALL applications and techniques have become now a model in virtual arena
of classroom teaching for ELT purpose. These make available to us the various
resources via internet, web - study materials and spontaneous feedback. It also
procures for us the effective packages for searching the pronunciation,
sentence utterances, vocabulary-building, listening-speaking audio-video
materials, transcripts for assessing writing and reading skills etc.
She says that
presently CALL is used for two purpose as according to Pennington's Model of
approaching the ELT i.e. mechanical (productions of sound patterns) and
meaningful (grammatical sentence utterances) aspects. But she alleges that such
applications of language skills are useful in bigger classrooms for higher
education sector where learning and teaching happens via SLIM (Multimedia
Interactive Linguistic Software). But at the lower intermediate and
intermediate level where the speakers are from multi-lingual, multi-cultural
and multi-disciplinary situations there the CALL applications need to be
authentically contextualized in a more specific, effective, in real human
language way.
She has discussed
advantages and disadvantages as regards CALL. She says that memory level of
computer needs to be increased to load the CALL applications and programs for
ELT purpose and secondly the realization of target language needs to framed for
“the use of the specific potential of computers in developing speaking skills
and effective teaching with the existing computer-based environment that
require further study for CALL researchers, program designers and language
teachers”.
Assessment tools and rubrics
I have found
extremely fruitful and cultivating these fertile web-tools, web-engines and
web-technology and web-protocols in order to update my traditional knowledge
with fresh and novel talent and creativity.
It has added in
my store of knowledge the assessment skills via net i.e. Rubrics, Rubistar -
Recommended Internet tool for creating rubrics: RubiStar. Sign in to save your
rubrics. http://rubistar.4teachers.org/ and assessment scales to be understood
from Alternative learning; alternative assessment:http://www.nclrc.org/essentials/assessing/alternative.htm/.
These sites have
helped us to assimilate teacher's evaluation methodology in the PBL so that
there may be validity, motivation, accountability, and responsibility on both
learners and teachers' part.
These potentials
of testing teaching and learning yet to be executed in India especially in the
suburbs of all big cities and even in small cities and remote areas. Secondly
the teachers in India only at CBSE level are integrated with CBT or TELL. The
students at higher education level i.e. in metro business schools do undergo
such kind of testing, teaching and learning approaches that coordinates all
this web system.
The PBL,
Assessment and Rubrics as according to your discussions and your enhancing
lesson plans make me understand that the PBL is one of the emerging heuristic
way to adopt inductive and deductive process of knowledge and to disseminate
and expand one's information. Assessment has two way process – (1) continuous
assessment and (2) alternative assessment. It means that while-working
activities in class for reading. Speaking, listening and writing sets teacher
to task of continuous assessment and supervision as well as controlling the
student work as per the requirement of behavioural and degree of development
skills in ELT. Second one i.e. alternative assessment suits for PBL or
post-based behavioural and development of skills in context of psycho-motor and
affective skills when students learn individually and collectively to connect
and apply their learning in contextualize sense and in comparative sense. This
alternative assessment is subsequent to continuous assessment i.e. cognition
results in comprehension; comprehension leads to interpretation; interpretation
derives inference/information; inference enables self-regulation or critical
thinking. Basically assessment is a tool to motivate, to reinforce and to
develop the areas of students' performance where there is lack of
accomplishment as regards as PBL.
Web-based access and tools – replacements for ELT
practice & learners’ autonomy
We have been
able to create web-based replacements for the audio and video through ANVILL
provided by - anvill.uoregon.edu. ANVILL is facilitated with a microphone and /
or webcam, a modern browser and Adobe's Flashplayer.
Crossword
weaver.com enables us to frame English language Vocabulary - Building exercises
by way of puzzles, quizzes etc.
Webquests.com is
another source of designing and loading profile portfolio along with the latest
updates of files of lesson plans posted on this site through Documents or
Desktop of one's computer.
In order to
enhance the English language lesson plans by integrating tradition and
technology
the below given
links showcase the ELT web-based practices: http://www.ehow.com/list_7187747_technical-tools-aid-educational-objectives.html/
Multiple Intelligences and learners’ autonomy
We have been
offered the reading material that completes the appetite with the dessert for
learning or building teaching skills in the form of thinking about the
activities related to multiple intelligences implied through various web-tools,
web-applications and web-engines in ELT.
I went through
the various student projects and lessons based on multiple intelligences ideas,
I felt that ELT has immense scope to underline the fact that many disciplines
can be coordinated with one faculty while teaching. Secondly many applications
can be used in teaching and learning one discipline. Thirdly many teaching
theories can be practically related to ELT if an educationist or teacher wants
to address his/her learning style for pedagogical goals in context of
non-conventional patterns to engage students. Fourthly the teachers comes
across ethnographic variations inspite of being given homogeneous classroom
situations, then the practices of integrating technology in class avoids
classroom conflicts and rather “it gives place to classroom environment,
previous background, motivation, gender and multicultural issues that greatly
adds quality of learning”(Mc.keachie, WJ.,1995).
Theories for Teaching – Models in ELT
I have come
across in the reading materials that Learning Style Models can offer us a range
on strategies for making our teaching sensitive to the important issues they
raise.
Myers-Briggs
Type Indicator - suggests that an individuals' personality profile is
identified along four dimensions: orientation to life (introvert/extrovert);
perception (Sensing/intuitive); decision-making (Thinking and feeling); and
attitude to the outside world (judgement/perception). It has all to do with
gender difference also., therefore gender dominated disciplines can pose
problems for students in particular; similarly students of other disciplines
may be sensitive to what they see as over-emphasis by the other gender in
particular. So it is necessary to set
first of all the dichotomous dimensions in the learning modes of disciplines,
so that "the educational process has the potential to amend the gap in
capabilities between these groups of students".
Felder-Silverman
Learning Style Model posit three dimensional additions; Input (visual/verbal);
Organization (inductive/deductive), and Understanding (sequential/global. The
theorist suggests that the contemporary belief is " that organizations
increasingly looking for multi-tasked oriented people who can integrate
multidisciplinary teams and get across the concepts of one field to the other
disciplinary knowledge-bases.
For example I am
teaching literary theories of English Literature - in order to be global I need
to search abstract common universality experience in the theories of English
literature; in order to be intuitive I need to search examples while delivering
theories abstractly in the class by way of novels, plays, poems to connect
theories of English Literature; in order to add visual descriptions and to
supplement verbal information I need to illustrate concepts of theories with
pictures or sketches/diagrams; in order to be deductive I need to interpret
theories while reading the text of poems, novels, plays especially in relevance
to the prescribed courses of syllabi at post graduate level of English
Literature.
We are providing
time for both student and teacher
participation when he reads the text or enact it and when he tries to
reflect on the text we give time to present the material according to his
perception or point of view. Grasha - Rechman
Learning Styles are pragmatic, practical and provide comfort zone to students
because they provide models that are based on students' responses to actual
classroom activities rather than on a general comprehensive assessment of
personality or cognitive traits.
They focus on
competitive/collaborative and dependent/ independent learning style typology
based on demographic characteristics of classroom environment.
Implementing the Seven Principles: Technology as
Lever
In 1989 Johnson
Foundation set seven principles for good practice in undergraduate education.
These principles were created in view of the new communication and information
technologies used in higher education for teaching and learning purposes. They
are instructional strategies to support multiple capabilities that happen on
account of web-access, web-tools, web-applications and web-search engines to
continue vividly and interestingly in multi-cultural setting various classroom
activities for student-centered PBL.
It focuses on:
1.
Student-faculty
contact
2.
Share
useful resources
3.
Augment
face-to-face contact in and outside class meetings
4.
Strengthen
faculty interactions
5.
To
discuss values and personal concerns in writing than orally
6.
Opportunities
for students and faculty to converse and exchange work
7.
To
interpret what has been said and compose a response
8.
More
intimate, protected and convenient communication on virtual arena for shy
learners
9.
Responding
to others, improves thinking and deepens understanding and sharing as well as
involvement
10.
Working
relationships and team-building to ‘learn the plumbing’ and solve the problems
11.
Active
learning, learning by doing, time-delayed exchange supported with ‘worldware’
i.e. software
12.
Provide
feedback and the feedback inherent in simulations.
13.
Portfolio
evaluation strategies, rich storage through book-marks available in
web-resources
14.
Easy
access to student products and performances
15.
Dramatically
improve time on task for students and faculty members as regards performance
16.
Communicate
high expectations explicitly and efficiently especially when knowing that
finished work will be published on the World Wide Web.
17.
Brings
different talents and learning styles to schools and colleges.
18.
Self-reflection
and self-evaluation
19.
Collaboration
and group problem solving
20.
Inspite
of the new communication and information through technology, students should
move to alternatives and teachers to follow –up variations
21.
Software
and technology-assisted interaction should be problem-oriented, relevant to
world-wide issues and that evoke student motivation
22.
User
friendly hardware, software and communication methodologies for effective and
efficient purpose
23.
Institutions
to improve educational infrastructure, amenities and teaching learning
practices.
Frameworks for professional practice
Based on the Levels of Teaching
Innovation Framework (Moersch 1995), the LoTi Teacher Evaluation system
emphasizes authentic student-directed outcomes as part of a sustainable and
collaborative continuous improvement process for increasing observable student
H.E.A.T. (i.e., Higher order thinking, Engaged learning, Authentic connections,
and Technology use). http://loticonnection.cachefly.net/global_documents/LoTi-Evaluation-System-Flyer.pdf/
The LoTi assessment has
undergone extensive research over the past 20 years and has emerged as a
statistically-valid tool achieving (1) content, (2) construct, and (3)
criterion validity; therefore proving that the LoTi assessment can be used to
accurately diagnose instructional uses of technology and recommend professional
development priorities consistent with 21st Century Skills and the NETS-T and
NETS-A.
Loti Digital Age Survey-
I have filled my survey to check myself to be at the level of Instructional leadership, but due to my contrary academic growth, I showed myself as doctorate in English, but to teach at multiple level of grades, I need lot of Webskills and technology learning input. The survey results show me to be good at student learning and creativity because I am myself is always the learner, so I may be creative but it suggests certain criteria to be followed-up in order to be at leadership level in the Web-technology.
Results were for Instructional leadership:-
Digital Age work and learning 50%
Digital Age learning Experience and Assessments - 60%
Student learning & creativity - 80%
Professional Growth and leadership - 50%
Digital Citizenship Responsibility - 60%
Recommendations to learn through weblinks :-
Digital Age Work and Learning
http://www.atomiclearning.com/
http://www.educationonlineforcomputers.com/
http://www.techtutorials.net/
http://www.cbtcafe.com/
http://tech.tln.lib.mi.us/tutor/welcome.htm/
Digital Age Learning Experience and Assessments
http://www.loticonnection.com/index.php/staff-development/teachers/264-using-digital-age-best-practices
http://www.loticonnection.com/index.php/products/services/318-heat-online-courses
Student learning and Creativity
http://www.loticonnection.com/index.php/products/services/318-heat-online-courses
Loti Digital Age Survey-
I have filled my survey to check myself to be at the level of Instructional leadership, but due to my contrary academic growth, I showed myself as doctorate in English, but to teach at multiple level of grades, I need lot of Webskills and technology learning input. The survey results show me to be good at student learning and creativity because I am myself is always the learner, so I may be creative but it suggests certain criteria to be followed-up in order to be at leadership level in the Web-technology.
Results were for Instructional leadership:-
Digital Age work and learning 50%
Digital Age learning Experience and Assessments - 60%
Student learning & creativity - 80%
Professional Growth and leadership - 50%
Digital Citizenship Responsibility - 60%
Recommendations to learn through weblinks :-
Digital Age Work and Learning
http://www.atomiclearning.com/
http://www.educationonlineforcomputers.com/
http://www.techtutorials.net/
http://www.cbtcafe.com/
http://tech.tln.lib.mi.us/tutor/welcome.htm/
Digital Age Learning Experience and Assessments
http://www.loticonnection.com/index.php/staff-development/teachers/264-using-digital-age-best-practices
http://www.loticonnection.com/index.php/products/services/318-heat-online-courses
Student learning and Creativity
http://www.loticonnection.com/index.php/products/services/318-heat-online-courses
Conclusion
I am indebted to be aware of the explorations of wed- research resources to enhance technology use as regards technology training methods, evaluation, and their integration to use the teaching plans with effective, interactive , multi-dimensional and with intelligence capabilities.
With Best Wishes and Great Future Prospect ahead!
Dr. Jayshree Singh
Udaipur
.
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