Group items tagged

Web 2.0 is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, user-centered design,[1] and collaboration on the World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, web 1 applications, mashups and folksonomies.

A good place to learn about web 2.0 and web 3.0.

Informed by an extensive international and national research base, the Contemporary Learning Schema represents the findings from a research partnership between CEOM and twenty-five primary and secondary schools involved in the Contemporary Learning Research Schools Project and the Leading for Contemporary Learning Project, over a three year period 2006-2008. The purpose of the Contemporary Learning Schema is to assist leaders and teachers to reflect on their work and to stimulate dialogue around teaching practice and student learning within the context of their school. The schema provides a platform from which a shared language and way of thinking about teaching and learning can be developed within a school community and ultimately across all schools within the Catholic Archdiocese of Melbourne.

Abstract AER 56 explores national and international policy priorities for building students' innovation capabilities through information and communication technologies (ICT) in Australian schools. Section 1 sets out the Australian policy context for digital education and highlights some of the emerging challenges. It provides an overview of two Australian school education policy priorities: that of how to meaningfully include technologies into teaching and learning; and how to build innovation capabilities in students. Section 2 critically examines the education and economic policy contexts for digital education in Australia, their intersections with international economic priorities, and the role of commercial technologies markets in schools. Section 3 discusses those Australian education policy priorities that focus on how students build both their discipline-based knowledge and general capabilities, such as creativity and innovation, using technologies. Section 4 provides some insights into how students currently use technologies for learning and communicating with each other inside and outside of school, and reflects upon what are the implications of these practices for students and policy implementation in schools. In Section 5 the discussion focuses on the physical and human characteristics required by all stakeholders to enable learning with technologies in 21st century schools. Section 6 challenges existing policy approaches to technology-use in schools, and argues for more open approaches to the deployment and use of technologies and digital resources in schools.

Section 4 of this reference is a required core reading.

Something which may be valuable for considering assignment 3 and the role of ICT in contemporary learning and teaching.

This is currently the top ranked educational technology journal. I have highlighted text on this page as an example of what you can bookmark for others to see using a private bookmark.

Program of study