An app designed to help you gather artefacts and evidence against the Australian Professional Standards for Teachers. Including video, photos and audio.
This is from a modern theorist referenced in the Australian Curriculum. I have not finished the article yet but sharing as it has some great information for assignment 1
Thanks for sharing the resource. It clarifies key stakeholders' perspectives regarding ICT skills and the (in-)assessability of such through current testing options. Although Dede expresses cautious cynicism over the self serving nature behind each stakeholder contribution, it does indicate shared emphasis upon the importance of ICTs for the development of transferrable life skills which are reflected in the Australian Curriculum's General Capabilities. As with anything in the curriculum, interpretation of how these capabilities should be taught and assessed is subjective. Be it an impossible task or not, the key edict seems to be that educators are to provide integrated ICT/core content learning episodes that allow learners to develop universally current skills in personally authentic contexts but to also alert the learner to the transferable use of such skills for a global context.
What an interesting blog. For fellow early childhood educators this teacher blogs about daily experiences in regards to play!! She also blogs about things that kids do for example display self regulation when new to the learning context.
A great Facebook networking community where Australian Prep Teachers can share information, resources, teaching hurdles, curriculum support and genuine support for their fellow educators.
Collection of reports from ABC current affairs programs covering the introduction of new technologies into Australian society. Arthur C Clark's 1974 predictions of what computers will be like in 2001 are particularly interesting.
This site is Australian and really switched on. It has a newsletter that keeps teachers current with latest education info, has resources that are fantastic (like cool Bloom's stickers, teacher diary and so on). I've been subscribed to them for years and have benefitted so sharing my toolbelt.
By helping children self-author and produce e-books, early childhood professionals can make the use of computers more interactive and personal.
PowerPoint is ideal for helping young children to make basic self-authored e-books.
information and communication technology (ICT) is being viewed as another tool for early childhood professionals and children to use in this domain of learning in a way that can complement the more traditional provision of literacy experiences (Hills, 2010; Parett, Quesenberry & Blum, 2010; Marks, 2007; Siraj-Blatchford & Siraj-Blatchford, 2003).
Brown and Murray (2006) put it, children need to be able to use ICT so that they are adequately prepared for the future
This can be included in play-based, co-constructed classrooms by incorporating the internet, digital camera, iPad. Communication can be a simple as a menu of pictures, looking at a picture to create a mask or sea creature, to photograph a collage item and add the photo to a construction book.
Western society has invested print-based media with significant authority, but notions about literacy are changing. As society and technology evolve, there is a shift to an acceptance of digital forms of literacy (Jewitt & Kress, 2003). Increasingly, young children are exposed to communication tools and circumstances that are multimodal instead of solely linguistic (Hill, 2007
ICT as a tool for enriching the teaching and learning environment for young children.
They explain a mode as a ‘regularised organised set of resources for meaning-making, including image, gaze, gesture, movement, music, speech and sound effect’
(p. 2).
Text now refers to multiple forms of communication including information on a digital screen, video, film and other media, oral speech, television, and works of art as well as print materials. Electronic texts in particular have become part of children’s everyday lives to the extent that before they commence school, a growing number of children have more experience with electronic texts than they do with books. It is important to recognise that print is now only one of several media which transmit messages in our culture (p. 156).
The reading of texts has traditionally focused on decoding–encoding print’s alphabetic codes. Texts children read today, however, might be a mixture of images and print, and the delivery might be interactive with mobile forms rather than just print fixed on a page (Walsh, 2008).
These multi-media forms of literacy include traditional forms of print and numbers, but also hypertext, symbols, photographs, animations, movies, DVDs, video, CD-ROMs and website environments (Luke, 1999; Walsh, 2008).
Belonging, Being and Becoming: The Early Years Learning Framework. In particular, Outcome 5: Children are effective communicators, has a section on how they can use ICTs to access information, explore ideas and represent their thinking (Australian Government Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments, 2009).
Families and parents are still a child first teacher. Teachers acknowledge and respect that each child comes to a centre with varying degrees of prior knowledge.
Young children may have access to certain technologies as they were already present in their homes but this did not always mean that they were allowed and/or able to use these. O’Hara’s findings support the arguments made by Marsh (2004), Smith (2005) and others that young children already have an understanding of ICT knowledge and competences when they enter formal schooling as a consequence of differing levels of parental intervention and modelling along with being able to acquire their own new information, abilities and attitudes.
that to read and create multimodal texts, children do need to be able to combine traditional literacy practices with the comprehension, design and manipulation of various ‘modes of image, graphics, sound and movement with text’ (p. 108).
Walsh (2008) and Healy (2000), we are not suggesting abandoning practices centred on the traditions of print literacy but instead propose early childhood professionals include a range of texts for young children that expand beyond the current print traditions. Self-authored e-books are one way to accomplish this, as they can create a partnership between ICT and reading.
The Australian Governments "online safety and security website" providing a range of information related to "cyber safety" targeted at the broader Australian community.
You cannot beat experience.
Corinne's blog has an enormous amount of information not only for the teacher but also for the preservice educator as well.
"Australian Curriculum Lessons is a site designed for educators in Australia. We are a user-submitted site who depend on teachers to post their great lessons so that other teachers can get ideas and lessons to use in the classroom."
Background on the Australian Government's National Safe Schools Framework that is designed to help school communities "develop positive and practical student safety and wellbeing policies". i.e. much broader than just digital technologies.
Includes a pointer to the Safe Schools Hub that provides much more background information and a range of useful resources.
Funded by the Australian government this site is intended to support the National Safe Schools Framework. It provides a range of resources for parents, students, schools, and teachers. Including information specific to cybersafety and professional learning modules.
Page from the Australian Government offering advice for how a school can go about implementing policies focused on safety and wellbeing. It has a particular focus on digital technologies and provides some links to related resources.