Women in Technology Uganda works to encourage, influence, and inspire more women in technology through training, networking, mentoring, partnering, and capacity building. Their programs include training girls who have dropped out of school in basic ICT and entrepreneurship skills to start their own businesses using technology. They currently train 7 girls and have helped one open her own snack business using a mobile phone for payments. They hope to expand training in programming and app development to help women earn a living building software solutions.
This document provides an overview and agenda for the 2nd annual Institute on Leading Innovation: Implementing Effective 1:1 Computing Programs. The institute will bring together 21 teams from North Carolina schools and districts to share best practices for 1:1 computing programs. Participants will engage in presentations, hands-on experiences, team planning time, and networking activities focused on creating future-ready learning environments and preparing students. The goals are to help schools figure out how to implement effective 1:1 computing programs and create the next generation of schools.
The document summarizes the Go Girl Go for IT event, which is a two-day event aimed at encouraging secondary school girls to consider careers in IT. Over 700 girls from 33 schools across Victoria attended presentations from professionals in various IT roles. Feedback found that the event was very successful in increasing interest in IT careers, with 95% of students reporting a positive impression and 72% considering an IT career after attending. Teachers also found the event highly valuable in opening their eyes to the diversity of opportunities in IT.
The document discusses how digital technologies have transformed various aspects of life including recruitment processes. It notes that job information is now digitally driven and online platforms are used for job postings, applications, and selection. It provides tips on how job seekers can utilize digital tools and social media to enhance their job search, including updating profiles on platforms like LinkedIn, signing up for job notification sites, and using social media to follow companies and demonstrate passion for particular industries. The document stresses that adapting to technological changes is necessary for job seekers to remain competitive.
The survey of 50 teachers and staff at the school found that approximately 75% responded. Most respondents reported that technology was the greatest need in the media center, specifically adding ebooks, ereaders, more computers. Teachers and staff also wanted more technology training to be offered.
The document discusses strategies for changing perceptions of information and communications technology (ICT) in education. It outlines a plan involving 53 schools to provide professional learning for leaders and teachers on ICT integration. Key strategies include starting a conversation on ICT, presenting facts on student technology use, making ICT relevant to curriculum, normalizing new technologies, alleviating teacher fears, removing excuses for not using ICT, and making professional development personal and involving school leadership.
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings