Aan de slag met netwerkbeheer (V. 2025) - Frederik Vanhoo

Gebruiker (level 2) IT (Technisch) Leerkracht/Docent Student/Leerling Cursusmateriaal (PDF Handboek) 1.1 Communicatie op schoolniveau (Professionele betrokkenheid) 1.3 Reflectie (Professionele betrokkenheid) 1.4 Digitale technologieën en infrastructuur (Professionele betrokkenheid) 1.5 Verantwoord gebruik van digitale tools (Professionele betrokkenheid) 1.6 Digitale problemen oplossen (Professionele betrokkenheid) 2.1 Zoeken en selecteren (Digitale bronnen) 2.2 Maken en wijzigen (Digitale bronnen) 2.3 Beheren, beveiligen en delen (Digitale bronnen) 3.1 Lesgeven (Lesgeven en leren) 3.4 Zelfsturend leren (Lesgeven en leren) 4.1 Evaluatiestrategieën (Evalueren) 4.2 Analyse van data (Evalueren) 4.3 Feedback en planning (Evalueren) 5.1 Toegankelijkheid en inclusie (Leerlingen ondersteunen) 6.1 Informatievaardigheden en mediageletterdheid (Aanleren digitale competenties) 6.2 Communicatie en samenwerking (Aanleren digitale competenties) 6.3 Creëren van digitale inhoud (Aanleren digitale competenties) 6.4 Veilige en verantwoord gebruik (Aanleren digitale competenties) 6.5 Problemen digitaal oplossen (Aanleren digitale competenties) 2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.3.b. Teachers establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. (Citizen) 2.3.c. Teachers mentor students in the safe, ethical and legal practice with digital tools and protection of intellectual rights and property. (Citizen) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.5.b. Teachers design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. (Designer) 2.5.c. Teachers explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. (Designer) 2.6.a. Teachers foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. (Facilitator) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) 2.7.b. Teachers use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. (Analyst) 1.1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. (Empowered Learner) 1.2.d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. (Digital Citizen) 1.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (Knowledge contstructor) 1.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (Knowledge contstructor) 1.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. (Innovative designer) 1.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. (Computational thinker) 1.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. (Computational thinker) 1.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. (Computational thinker) 1.7.b. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. (Global collaborator)