Group items tagged

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.

Even with all of the benefits of technology in the classroom, however, educators must use caution to ensure that students are focusing on the lesson and not giving in to distractions. Here are seven ways that teachers can use to help students pay more attention when using technology:

FYI

For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom. In other words, the message to teachers to do what they want during classroom is not enough to make this transition.

You've got every device under the sun in front of you. Now what apps are you going to use? Here are the apps or app categories that I recommend you test for your school. There are lots of apps, and these are just my opinion based on what I've used with my students or successfully tested.

"I would argue the classroom twenty years from now will be a space reconfigured and repurposed for different needs," he said. "No more 'tablet armchairs.' The classrooms may look more like living rooms. We're going to see classrooms moving away from lectures to a more collaborative environment, heavy on group projects. I could see a student's tools all contained on one device, sharing wirelessly on a common screen or with each other, device-to-device, and much more web-based." The devices they use will also continue to shrink. Students are already showing a preference for tablets and web-books over laptops. "The social web has enforced a powerful notion of collaborative knowledge creation," Jim Groom, instructional technology specialist and adjunct professor at Virginia's University of Mary Washington told Ars. "How can a classroom in this moment ignore the shape of the web?" he asked. His university is planning a pilot program to give 900 new students not just their own blogs, but a complete domain and space in which they will work, archive, sandbox, rant and play, and over which they have complete control.

FYI

Wednesday, December 07, 2011 More pedagogic change in 10 years than last 1000 years - all driven by 10 technology innovations Pedagogy - one of those words that's used when people want to sound all academic. So let's just call it learning practice. Of one thing we can be sure; teaching does not seem to have changed much in the last 100 years. In our Universities, given the stubborn addiction to lectures, it has barely changed in 1000 years. So what's the real source of pedagogic change?

This may be useful to consider when planning your photostory :-)

"Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. "

Core Reading

"SimpleK12 has helped more than 500,000 teachers and 2 million students learn and use technology. Our innovative, online learning programs empower individuals with the knowledge and skills needed to build 21st century classroom experiences."

"Dubbed 'Search Education,'Google's new site has an array of lesson plans, videos (check a sample out below), concept maps, and other tools designed to help any educator properly integrate Google."

FYI

Twitter Hashtag AnalyticsAnalyzing the activity around a hashtag on twitter can help you identify the influencers, find useful links, analyze trends and much more. If this article we look at 3 different tools that focus on hashtag analytics. So let's get this party started!

A short introduction to the concept of social bookmarking, using Delicious as the example.

Commoncraft video about social bookmarking.

Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

This is the link to the week 5 reading (part 2).

Ultimately, the label "Web 2.0" is far less important than the concepts, projects, and practices included in its scope.

This article is useful to learn about Web 2.0.

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.

I will post bookmarks related to using twitter in educational settings.

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.