81. Macromedia - Curriculum For K-12 Foundations in Web Design curriculum guide and Concepts and Technical Guide, Macromedia now offers the Digital Design Staff development Guide. teach Courses on http://www.macromedia.com/resources/education/curriculum/k12/

Help International Cart Sign Out ... Your Account Welcome, Guest Home Products Showcase Support ... Store Search You may not have everything you need to view certain sections of Macromedia.com. Please see our site requirements Products Home Studio Dreamweaver ... K-12 Education Curriculum for K-12 When used effectively in schools, technology can enhance teaching and learning, as well as improve productivity. That's why we've developed project-based curriculum for integrating Macromedia tools into academic courses and teaching career and technology courses on web design and development. A team of educators and instructional designers developed and tested the curriculum with teachers across the country. Each curriculum supports teaching technology from a different perspective: Curriculum Overviews Integrate Macromedia Tools into Academic Courses Teach Career and Technical Education Courses Teach Courses on Macromedia Tools Curriculum Overviews Building Digital Skills: Helping Students Learn and Communicate with Technology We have prepared a white paper on building students’ digital skills and developing web design curriculum. This white paper contains outlines of each of our curriculum books, along with suggestions for implementation.

82. Pennsylvania Association For Supervision And Curriculum Development Pennsylvania ASCD, a diverse community of educators committed to providing excellent education for all learners, promotes reflective innovation and best practices in supervision, curriculum, and http://www.pascd.org/

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83. Intel Education: Intel® Teach To The Future: In-Service Curriculum Overview The goal of the Intel® teach to the Future program is to teachers are provided with all the necessary curriculum materials. Activity 4 Developing Unit Plans. http://www97.intel.com/scripts-expansion/inservice2_curriculum.asp?statename=mic

84. Intel Education: Intel® Teach To The Future: Pre-Service Curriculum Overview The Intel® teach to the Future PreService curriculum introduces curriculum Modules Module 1 Getting Started Developing Technology-Enhanced Unit http://www97.intel.com/education/teach/curriculum.htm

var w_thisPageId = 58; //document.write("") US Home Intel Worldwide Where to Buy Contact Us ... User Support Select a location for Intel Education United States Brazil Canada Costa Rica France Germany Ireland Israel Italy Japan Jordan Malaysia Mexico Poland Russia South Africa Turkey United Kingdom Search Intel Education Sign up for the The Intel® Innovator A quarterly newsletter about Intel® Innovation in Education programs, tools, and resources for educators. The Intel® Teach to the Future Pre-Service Program curriculum introduces technology tools and strategies for enhancing learning through research, communication, and productivity tools. This hands-on workshop and curriculum review is designed to use "essential questions" to support effective instructional design. By working in teams, problem-solving, and participating in peer reviews of their electronic unit portfolios, faculty members and Pre-Service student teachers gain experience integrating technology into Pre-Service coursework. All curriculum materials are provided free of charge to faculty for student use. The faculty workshop consists of 32 hours (four days) of hands-on instruction. Faculty and students receive a free instructional manual and program CD-ROM, rich with teaching examples and best practices.

85. LLT, Wilderness Week As summer learning progresses, participants will grow in their ability to develop and teach curriculum, as they reflect on successes and failures. http://www.unh.edu/education/LLTww.html

University of New Hampshire Education Department LIVE, LEARN, and TEACH Phase 1: Wilderness Week During the first week of the program, staff and participants live in an austere wilderness cabin in the White Mountains, sharing the joys and hardships of learning together. Through the accomplishment of daily living, a sense of community and an atmosphere of cooperative team building are created both important in preparation for the summer ahead. Hands-on activities and community service projects foster greater self-confidence, increased awareness and acceptance of individual differences. The foundation of understanding the experiential process is developed. go to Education Department home page Phase 2: Design Week The team-building process begun during the wilderness experience is extended as participants work in two and three person interdisciplinary teaching teams. In this phase, participants first learn and practice a planning model by designing community-based/activity-centered curricula that they will try out in the next phase. Program staff function as team advisers, assisting participants with curriculum development and with the challenging process of team teaching. Phase 3: Summer Learning Practicum Participants now begin to implement the curricula developed during design week for area youngsters arranged in multi-level groups: elementary grades, middle school, and high school during the next five weeks. As summer learning progresses, participants will grow in their ability to develop and teach curriculum, as they reflect on successes and failures.

86. Power To Teach Grant Recipients - Florida school to customize a new curriculum tool, WebCT of teachers will learn how to develop instructional materials and then demonstrate and teach additional cohorts http://www.bellsouth.com/education/teach/press/teachfl.htm

Power to Teach Florida Grant Recipients Grantee: St. Johns County Public Schools Location: St. Augustine Amount: Project: This proposal involves 7th and 8th grade teacher teams (40 teachers total) across 5 middle schools. The vehicle for their training is the development of web quests (curriculum-focused Internet projects) that will involve multiple tools and applications. They envision teachers and students interacting across networks and on the Internet through live videoconferences, gather data from global primary sources, and posting reports and studies on web pages. Grantee: Broward County Public Schools Location: Ft. Lauderdale Amount: Project: This is the fifth largest district in the nation and, as a result, proposes to work with one high school and its feeder middle school to customize a new curriculum tool, WebCT, for the entire district. This is a train the trainer program where cohorts of teachers will learn how to develop instructional materials within the WebCT environment and then demonstrate and teach additional cohorts of teachers. The work is being connected to preservice teachers as well through the strong involvement of their partner, Florida Atlantic University. Grantee: Palm Beach County

87. Courses I Teach At UF Courses I teach at The University of Florida. ARE 6148 / curriculum in teaching Art. to assist graduate art education students in developing an understanding of http://grove.ufl.edu/~rolandc/teaching.html

research links Courses I Teach at The University of Florida ART 2456 / Computers in Art Education This course is designed to introduce students to applications of computers in the field of art education. Emphasis is on the use of computer hardware and software for individual creative expression. The use of the Internet as a teaching and learning tool is also explored. For more information on ARE 2456, go to the syllabus ART 3807c / Expanded Contexts: Art and Community This course (which is no longer being offered) explored aesthetic, sociocultural, political and ecological issues involved in creating art that engages community and affects positive change. The Art and Community website I created for the course is no longer being maintained; but, I'm leaving it up on the web for awhile for those with an interest in this subject. ARE 4242 / Teaching Art: The Study of Practice This course is designed to assist pre-service art teachers in developing confidence, knowledge and skills in the practice of teaching art in schools. Course topics include art curriculum planning, motivational strategies, artroom management, and alternative methods of evaluation in art. For more information on ARE 4242, go to the

88. China Institute Programs For Educators Materials With the help of teachers and scholars from all over the US, the teach China program has been developing multidisciplinary curriculum and publishing http://www.chinainstitute.org/educators/

Courses China Study Tours Curriculum Development Curriculum Materials ... Discover China Through Art For U.S. History and Global Studies Teachers U.S. - China Relations the Past, the Present, and the Future July 5-9, 2004 A one week intensive workshop offering educators the opportunity to explore the many issues affecting US-China relations. Click here for details and an application EDUCATORS interested in China its history, language and customs are invited to take advantage of the diverse resources offered by China Institute's Teach China program. Teach China , a professional development program introduced in 1996 through the generous funding of the Freeman Foundation, offers K-12 educators in New York State a wealth of opportunities to enhance their knowledge of China, past and present. Program components include courses, China study tours, curriculum materials, and a resource center containing books, videos, slides and artifacts available for short-term loan. Through these activities, educators have access to information ranging from basic facts on specific China-related topics, to thematic explorations of China vis a vis other nations of the Pacific and of Central Asia.

89. The National Peace Corps Association: About Global TeachNet To join, click here. Global TeachNet is the official newsletter of the Association for Supervision and curriculum development s Global Education Network. http://www.rpcv.org/pages/sitepage.cfm?id=59&category=3

90. Tony Simons' Teaching Page This curriculum was developed to satisfy the accreditation requirements of the British Computer Society, and taking into account the views of the the National http://www.dcs.shef.ac.uk/~ajhs/teach.html

Anthony J H Simons Teaching University Lecture Courses, Academic Administration This page describes all my university teaching activity. It lists my lecture courses , my tutor groups and my student projects As Director of Teaching, I'm responsible also for academic administration of the curriculum. University Lecture Courses The following index links to my personal pages for particular courses, which are accessible to students registered at the University of Sheffield. These are supplementary to the official module syllabuses on the Departmental Teaching Pages and University Module Guide , which are publicly viewable. Undergraduate Courses Requirements Engineering Systems Design and Testing Systems Analysis and Design The Software Hut ... Advanced Object-Oriented Design Masters Courses Software Analysis and Design Java and UML for Programmers Advanced Object-Oriented Design Consult the University Timetable for details of when, and where, these courses will run. Consult the Laboratory Booking Roster to see when the Lewin Laboratory is booked exclusively for these classes. Consult the University Examination Timetable for details about examinations.

91. NSF GK12 @ UAB -> BioTeachTeachers Biology teachers from these schools will work oneon-one with graduate fellows in the laboratory to develop sufficient backgrounds to teach the curriculum. http://www.gk12.uab.edu/index.php?body2=BioTeachTeachers

92. TKI - Health & Physical Education Online health and physical education online curriculum resources firesafe of unsafe fire;; developing cultural understandings Word version of Why teach fire safety http://www.tki.org.nz/r/hpe/kal/tal/firesafe/why_e.php

FireSafe units of learning health and physical education online curriculum resources firesafe Why teach fire safety? Purposes Socio-ecological perspective Health promotion Attitudes and values ... Hauora (well-being) Purposes To keep safe Reverse negative trends Life skills Responsibility Recognising hazards Safety management Care and concern for others Confidence to cope Knowledge Back to top Socio-ecological perspective What social or environmental influences could have a negative impact on fire safety? The influences that could have a negative effect on students' fire safety include the following categories. Socio-economic: no power to act; sub-standard housing. Lifestyles: single parents; farming; children left home alone; geographical isolation. Parental attitudes and behaviour: smoking; children left home alone; lack of care. Hazardous industries Peer pressure Media: Back to top Health promotion What policies or practices could be acted on to alleviate the risks of unsafe fire? (Consider policies and practices of teacher, programme, students, school, and community.) Such policies and practices could include those listed under the following headings.

93. Curriculum Integration: Internationalizing On Campus Courses students growth as they develop an international Infusing international content and perspectives into the curriculum. pedagogical strategies that teach to and http://www.umabroad.umn.edu/ci/componentmodels/iocc/umtc.html

Return to: Office of International Programs U of M Home One Stop Directories ... Alumni Study Abroad Curriculum Integration Internationalizing On Campus Courses Home Curriculum Integration Internationalizing On Campus Courses The Center for Teaching and Learning Services is offering a curriculum development project to help faculty from all four campuses integrate international content and perspectives into their on-campus undergraduate courses. Ten faculty will be selected to work on internationalized course development projects in 2004-2005. Members of the cohort, who will each receive a salary supplement of $1200, will meet together five times during Fall Semester 2004 and once during Spring Semester 2005 on the Twin Cities campus to internationalize a regularly offered undergraduate course to be taught initially during Fall Semester 2005. Interested faculty are encouraged to apply for participation during the 2004-2005 academic year.

94. Copyright And The TEACH Act fair use of print and nonprint materials in traditional classrooms and library reserve rooms, but also to the design and development of online The teach Act. http://www.library.pima.edu/copyright.htm

PCC Home Library Home Library Catalog Magazines/Newspapers ... AP Multimedia Archives ) that are royalty-free provided they are used by you or your students in support of instruction in the college. BP-2701 ) reads as follows: r. The related college regulation ( RG-2701/A ) is actually contained in a 33-page booklet here if you need to install Adobe's free Acrobat Reader to access this file.) BP-2702 , that is implemented by a corresponding regulation ( RG-2702/A ). The policy and regulation address the ownership of any materials you may create while employed by the college. University of Maryland University College (UMUC) Center for Intellectual Property Stanford University website on Fair Use The TEACH Act Expands the range of works that can be displayed in a digital environment; Removes the constraints on location that existed previously; Allows institutions to digitize analog works. There are two particularly helpful websites that contain valuable further information about the TEACH Act and its impact on faculty engaged in distance education via the web and other digital technologies. They are:

95. How Does One Design A Topic That Is Educationally Sound? The center of this site is the Topic Design Template developed to assist in the design of a topic proposal and a topic information booklet. http://www.flinders.edu.au/teach/topic/home.html

Teaching for Learning Home Curriculum Development Topic Design Template Inclusive Education ... Assessment Search the TEACHING FOR LEARNING site Contact: teach@flinders.edu.au How does one design a topic that is educationally sound? The center of this site is the "Topic Design Template" developed to assist in the design of a topic proposal and a topic information booklet. Within the form, links are available for you to explore educational principles or to offer assistance while you design the topic. The Topic Design proforma is presently under review and will be available soon Crucial issues of assessment, evaluation, inclusive education and teaching strategies are also linked on the left hand side of this page and may be worth exploring before the task of topic design is attempted.

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