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Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

    • Heather Kurto
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Irene Watts-Politza

ISTE | Seal of Alignment - 0 views

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    The ISTE Seal of Alignment is given for resources that meet rigorous review criteria in areas of technology readiness, proficiency, and/or mastery.
Irene Watts-Politza

About Diigo | Diigo - 0 views

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    The many uses of Diigo
diane hamilton

E-Learning 2.0: Learning Redefined, Rupesh Kumar A. - 0 views

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    discussion of the evolution of web 1.0 through web 2.0 learning and online training and instruction
Irene Watts-Politza

Connectivism: A Theory of Personal Learning - 0 views

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    Overview of personal learning, personal learning environments and connectivism.
ian august

Net Generation - Shaping the Workplace Through Web 2.0 Technologies - 0 views

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    defense industry using web 2.o technologies in the workplace
ian august

HR Leaders Tout Social Media - Wired Workplace - 0 views

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    hr leaders see the value in web 2.o technologies
ian august

Beckman Institute for Advanced Science and Technology at the University of Illinois at ... - 0 views

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    online e-science, send in insects and use microscope online
ian august

John Seely Brown: Chief of Confusion - 1 views

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    Author of article minds on fire
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