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A comprehensive beginner's step-by-step guide for teachers on how they can learn to not only use Google Classroom and organize online lessons but also learn how to master digital teaching as a whole. Are you new to using online learning platforms such as google classroom? Are you looking for an informative and beginner-friendly material to help you with that? If it's a yes to these questions, then you just came across the right book to help you! Having included various instructions and procedures illustrated in this guide, Google Classroom 2020 serves as a teacher's ultimate guide in the ways of virtual learning and digital education. Specially written as educational material to aid teachers, this book is sure to help them quickly become well-versed into this new means of education. By the end of reading this book, readers would not only be knowledgeable but also be an expert. The kind of contents that you can expect from this book are: - How to create and personalize your virtual classroom; - How you can maintain and manage classes adequately; - How to generate tasks and arrange assignments by topics; - Google classroom for students; - Hidden and secret features found in google classroom; - Google classroom extensions; - Apps that work with classroom; And many more tips and techniques that teachers will need to know to utilize it properly. That's what this book one of the best guides out there. As teachers, we are the ones mainly responsible for equipping the youth. Become adequate and efficient in teaching online now through the guidance of this book! Click BUY NOW and become a digital teacher!

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The transformative digital technologies developed for Industry 4.0 are proving to be disruptive change drivers in higher education. Industry 4.0 technologies are forming the basis of Education 4.0. Industry 4.0 Technologies for Education: Transformative Technologies and Applications examines state-of-the-art tools and technologies that comprise Education 4.0. Higher education professionals can turn to this book to guide curriculum development aimed at helping produce the workforce for Industry 4.0. The book discusses the tools and technologies required to make Education 4.0 a reality. It covers online content creation, learning management systems, and tools for teaching, learning, and evaluating. Also covered are disciplines that are being transformed by Industry 4.0 and form the core of Education 4.0 curricula. These disciplines include social work, finance, medicine, and healthcare. Mobile technologies are critical components of Industry 4.0 as well as Education 4.0. The book looks at the roles of the Internet of Things (IoT), 5G, and cloud applications in creating the Education 4.0 environment. Highlights of the book include: Technological innovations for virtual classrooms to empower students Emerging technological advancements for educational institutions Online content creation tools Moodle as a teaching, learning, and evaluation tool Gamification in higher education A design thinking approach to developing curriculum in Education 4.0 Industry 4.0 for Service 4.0 and Research 4.0 as a framework for higher education institutions Eye-tracking technology for Education 4.0 The challenges and issues of the Internet of Things (IoT) in teaching and learning

This book contains the proceedings of the First International Conference on Education, Humanities, Health, and Agriculture (ICEHHA 2021). Where held on 3rd-4th June 2021 in Ruteng, Flores, Indonesia. This conference was held by Universitas Katolik Indonsia Santu Paulus Ruteng. The papers from this conference were collected in a proceedings book entitled: Proceedings of the First International Conference on Education, Humanities, Health, and Agriculture (ICEHHA 2021). The presentation of such a multi-discipline conference will provide a lot of inspiring inputs and new knowledge on current trends in the fields of Education, Humanities, Health, and Agriculture. According to the argument, this conference will act as a valuable reference for numerous relevant research efforts in the future. The committee recognizes that the smoothness and success of this conference cannot be separated from the cooperation of numerous stakeholders. As such, we like to offer our profound gratitude to the distinguished keynote speaker, keynote speakers, invited speaker, paper presenters, and participants for their enthusiastic support of joining the First International Conference on Education, Humanities, Health, and Agriculture. We are convinced that the contents of the study from various papers are not only encouraged productive discussion among presenters and participants but also inspire further research in the respected field. We are greatly grateful for your willingness to join and share your knowledge and expertise at our conference. Your input was essential in ensuring the success of our conference. Finally, we hope that this conference will serve as a forum for learning in building togetherness, especially for academic networks and the realization of a meaningful academic atmosphere for the development of digital literacy in various fields of life. Thus, we hope to see you all at the second ICEHHA.

This book critically interrogates the function of schooling in the United States of America using the writings of sociologist Zygmunt Bauman. Asking whether the function is to produce citizens, workers, a combination of the two, or something altogether different, it argues that the designs of schooling are part of a carefully crafted ordering, illustrated via an analysis of the ways in which schooling introduces students to various forms of coercion and seduction that socialize students in particular ways: ways that support an order. By engaging with the prolific and insightful works of one of the most prominent social thinkers of the 21st century, this book considers schooling and its contributions to order. Be they solid or liquid modern ordering mechanisms, ordering through repression and seduction, or supporting ordering through the creation of boundaries separating an “orderly inside” from its “disorderly outside,” schools imperfectly support the construction of order and in doing so, privilege some representations and individuals over others. To order is to harness ambivalence and steer it in directions that privilege the “in” group at the expense of the “out” group; and schools, from the curriculum they teach to the values and ideas they promote, are desirable captive marketplaces instrumental in steering this ambivalence. The author ultimately suggests that the function of schools, whether recognized or not, are not so much to educate students to be free thinkers, but rather to be orderly cogs in a particular functional social machine. As such, the book will be of interest to faculty, scholars, and postgraduate-level students with interests in the sociology of education, schooling, sociology, and social theory.