Group items tagged

Edtech Cheat Sheet - what do different terms mean

Article from the Canberra times offering a simple explanation of the relationship between cross-curriculum priorities and discipline content in the Australian Curriculum. Many of you will be engaging with this over coming weeks.

While teachers need to have the skills to operate specific technologies, TPCK includes knowing about effective pedagogy that uses ICT, how ICT can change the nature of content that is to be taught, how it can be used to address problems, and how it can help to construct knowledge.

A blog post where some math educators point out problems in videos from Khan Academy. A great illustration of Pedagogical Content Knowledge (PCK). The idea that there is a special type of knowledge that accrues from knowing how best to teach a particular content/subject areas.

interactive game could be used to help develop content vocabulary and to practice student spelling lists. Good for small group actives or whole class. 

Context: Year 4 History Content Description: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and ...

A good example of some CK related to history, but also an example of an online service that aims to generate good content by using the "wisdom of crowds". A little like wikipedia. Quora allows people to ask questions that are answered by large numbers of people, the best answers rising to the top.

pedagogical content knowledge article

Another wrinkle in the use of CC content

I read a very interesting article written by Joke Voogt (the Netherlands), Chris Dede (USA).Ola Erstad (Norway), which discusses the importance of ICTs in 21t century learning. They reiterated on the topic that "rapid development of information and communication technologies (ICT) are continuously transforming the way in which we live, work and learn." They explored they skills that are required for living and working in the 21st century: collaboration, communication, digital literacy, citizenship, problem solving, critical thinking, creativity, productivity. I agree with Voogt and Dede when they say that "an important change has taken place in the way new digital tools and collaborative environments have enhanced learning, from an emphasis on reproducing information and content to content creation and sharing in virtual environments, which some describe as a remixing culture. There are 3 main literacies that we need to develop: Technological literacy (to be aware of the interplay between technology and society), ICT literacy (the skills needed to make effective and efficient use of ICT) and Information literacy (the capacity to access information efficiently and effectively) (Voogt and Dede, 2011). I think the biggest statement that they make is "using ICT to shift our educational structures from industrial era schools to new types of 21st century formal educational models is important" (Voogt & Dede, 2011). I believe schools are now on the edge of this shift, but some educators are reluctant. I mean to make that shift, to evaluate how I use ICTs in the classroom and how I use them to transform learning, not just to use them as 'add-ons'.

Another article looking at the argument between those who see Khan Academy as "the bees-knees" and those who see some problems. There's a point about "lecture-demonstrations" (the model used by Khan) that is particularly relevant to this cause and the idea of the RAT framework.

A nice little resource ... Could use in either English or Ancient History. I think that it would work better for Ancient History though in terms of content.

A great tool that I'd never heard of before. Allows you to integrate a range of video, audio and content from just about anywhere on the web.  

I think this teacher is interesting as she posts a lot of interesting and relevant ideas for teaching across a number of different content areas. 

Brief blog post talking about what is known about creating digital learnign spaces that produce student knowledge creation.