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Topic of Interest - ICTs and HPE - 3 views

started by Shari Kath on 07 Jun 13 no follow-up yet
23More

What are ICTs?: A Queensland View - 10 views

usqstudydesk.usq.edu.au/...view.php
shared by Leigh Campbell on 08 Jul 13 - No Cached
  • technologies that are used for accessing, gathering, manipulating and presenting or communicating information
    • djplaner
      djplaner on 08 Jul 13
       
      Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching?
    • Justene Webb
      Justene Webb on 17 Jul 13
       
      For me personally I have seen many of these technologies being used in learning and teaching. Eg - The use of Ipads and computer labs, using the smart board to do internet searches as a whole class by encouraging the students to think about key words relating to what they are researching, and using a software application called Tux Paint to re-create a story scene as an extension from an English project.
  • ICT tends to mean computers and their peripheral devices
    • djplaner
      djplaner on 08 Jul 13
       
      This is no longer the case. Mobile phones, tablets, bee bots and the integration of ICTs into a range of devices is moving beyond just computers
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      I totally agree.  Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks.
    • Colleen Lenehan
      Colleen Lenehan on 23 Jul 13
       
      I thought that was the old definition of ICT and that its new definition embraced anything that was available for communication purposes, storing data, gathering it, sharing it, etc. as seen in the Hello Kitty video. I fully support the idea that ICT is not regarded as a piece of equipment but it should be a way of life where it is a/any tool used for whatever is required so rather than thinking how we can incorporate ICT into the school curriculum, it should simply be one of the avenues used by students to achieve what they want to achieve.
  • what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
    • djplaner
      djplaner on 08 Jul 13
       
      It's important how technology is used. What impact it has on learning. Using technology is not enough
  • ...4 more annotations...
  • While the computer is itself not a catalyst, its valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
    • djplaner
      djplaner on 08 Jul 13
       
      The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      Yes, the classroom that I work in has a little down syndrome girl who uses an iPad for communication.  I know of another class who has a student diagnosed with dyslexia and he uses a computer for typing up all his work.
    • Michelle Newton
      Michelle Newton on 24 Jul 13
       
      What a great example of differentiation and inclusion.
  • a similarly disparate and motley collection of machines of different capacities and configurations may be being used by students and be constituting the learning environment
    • djplaner
      djplaner on 09 Jul 13
       
      It is 8+ years since Lloyd wrote this piece. In very recent times we've seen the Digital Education Revolution - where many students were given laptops - but that is now slowly moving onto the BYOD (bring your own device) era. An era where students are allowed (of if they are not, they still do anyway) their own devices (phones, tablets, computers). It's likely that BYOD is likely to end up with "a similarly disparate and motley collection of machines of different capacities and configurations", what are the implications for teaching?
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      Surely this would encourage discrimination between the students with everyone knowing who had expensive/cheap computers with out of date/the latest versions of software packages. That being the case then it will increase the difficulty of the teacher to both teach ICT and allow the students to use their own forms of ICT. Firstly, because more recent software packages allow greater flexibility (usually) so some students will be physically capable of more complex software usage and also it would be a lot harder to guage what all students are doing on their ICT equipment as a quick glance will not necessarily let the teacher know where each student is at with their work.
  • The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
    • Kate Dugdale
      Kate Dugdale on 20 Jul 13
       
      I work in a school that has recently rolled out Samsung slates to all students in grades 4-6.  Next year they are going to roll them out from grade 7-12, and then, the year after in grades P-3.  They have also commenced using a program called D2L (Desire to learn), to deliver the content to students.  It has been very interesting to see how different teachers have coped with the changes.  Some embrace it and have done an amazing job of incorporating it into their teaching, while others have resisted the changes and really struggled with incorporating it into their classrooms.  No matter what ICTs the school has available it seems, to me anyway, that the teacher will be the crucial factor as to whether these ICTs are used successfully and appropriately.
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      I agree with you, Kate. When people resist what has to be done, then there is no creativity or extensions or allowing the students to be risk takers themselves. This is borne out by Toomey (2001) when part of his definition of ICT actually includes "manipulating" and "communicating".
  • There is no standard school configuration of machines
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      How true is this... I have been to a few schools for prac and each school has a different focus on ICT.  One school I attended had a computer lab, put the screens were the good old huge dinosaur ones.  Then another school I attend had two computer labs full of up-to-date computers with flat screens etc.  It's a same that schools aren't all the same.
    • Leigh Campbell
      Leigh Campbell on 24 Jul 13
       
      I agree Donna, unfortunatley that's where funding and grants come into it as well as the hard work of the fundraising activities, sometimes the budget focus is on other areas as well. Access and equity in relation to current technology is a major issue in educational equality and very topical too.
  • djplaner on 08 Jul 13
     
    Semester 2, 2013 reading - Week 1. Defining ICTs.  
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TPACK.png (PNG Image, 2500 × 1767 pixels) - Scaled (67%) - 0 views

ictevangelist.com/...TPACK.png tpack
shared by djplaner on 27 Oct 14 - No Cached
  • djplaner on 27 Oct 14
     
    Image explaining TPACK - including discussion of one of the ways it can be used.
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Early childhood teachers' misconceptions about mathematics education for young children... - 5 views

www.earlychildhoodaustralia.org.au/...AJEC0904.pdf pck early-childhood-math EDC3100 assignment2
shared by nat5brown on 29 Mar 15 - No Cached
  • nat5brown on 29 Mar 15
     
    Early childhood teachers' misconceptions about mathematics education for young children in the United States From page 39.
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reasons - 3 views

fuse.education.vic.gov.au/...Teacher.aspx
shared by Rebekah Adams on 14 Mar 14 - No Cached
  • Louisa Cripps on 14 Mar 14
     
    Find, Use and Share quality education resources that suit your needs. FUSE is a portal, a repository, a search engine, a workspace, and a way of sharing quality education digital content and resources.
30More

Using Technology in the Early Childhood Classroom - 7 views

teacher.scholastic.com/...using_technology.htm technology early childhood brain development education early EDC3100 childhood
shared by philipamck on 13 Mar 15 - Cached
  • Modern technologies are very powerful
  • rely on
  • human brain has a tremendous
  • ...26 more annotations...
  • the preference for visually presented information.
  • bias for visually presented information.
  • The developing child requires the right combination of these experiences at the right times during development in order to develop optimally.
  • The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
  • Children are natural "manipulators" of the world
  • With television, they watch and do not control anything
  • cameras and tape recorders and video cameras in the classroom
  • children think differently than adults
  • Children need real-life experiences with real people to truly benefit from available technologies.
  • Children have to have an integrated and well-balanced set of experiences to help them grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities.
  • What's important is when experience is provided and how it's mixed in with other crucial experiences.
  • Parents and teachers must act as facilitators in children's learning.
  • parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children.
  • our task is to balance appropriate skill-development with technologies with the core principles and experiences necessary to raise healthy children
  • he key to making technologies healthy is to make sure that we use them to enhance or even expand our social interactions and our view of the world as opposed to using them to isolate and create an artificial world
  • as with all other tools, adults must protect children from misuse or inappropriate access.
  • struggle with
  • ontrolling access to content that may not be developmentally appropriate.
  • ccess to information that is developmentally appropriate is something that we need to be very concerned about
  • may think that buildings are blowing up all over the place and many planes crashed — rather than understanding that these multiple stories are actually from single events
  • word processor and they can hand in papers that are clean and neat and they can see how to spell words correctly
  • put them on a
  • simplest level,
  • ine motor
  • arge motor problem
  • heir handwriting is very immature and very slow and looks sloppy
  • philipamck on 13 Mar 15
     
    Using technology in the early years
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http://www.watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf - 7 views

www.watertown.k12.ma.us/...ChrisDede.pdf ICT
shared by elleroch on 16 Mar 15 - No Cached
  • elleroch on 16 Mar 15
     
    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
  • u1044051 on 17 Mar 15
     
    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.
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Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views

epltt.coe.uga.edu/index.php conceptual conceptualchange schema
shared by djplaner on 22 Feb 16 - No Cached
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
  • However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
  • Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
  • ...6 more annotations...
  • In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
  • Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
  • Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
  • Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
  • djplaner on 22 Feb 16
     
    Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
4More

Sharing the wonders of early learning in action || Sharing the wonders of early learnin... - 4 views

www.teachpreschool.org preschool earlychildhood education blog resources teach elementary curriculum
shared by anonymous on 18 Mar 14 - No Cached
  • Jacqueline Klaassen on 18 Mar 14
     
    A blog by Deborah Stewart about her preschool and their daily activities. There are also lots of different ideas and resources on her blog (ideas for different activities along with lots of other resources). Very inspiring and interesting blog; definitely gives me lots of inspiration for things to do in my room!
  • ...1 more comment...
  • Jacqueline Klaassen on 18 Mar 14
     
    One of the early years teachers I am following
  • moany28 on 10 Mar 16
     
    this is a great blog about creative and fun ways to teach children in early childhood. I found it very interesting and it has some very relevant content for pre-service teachers hoping to work in the early childhood field. Take a look I hope you find it helpful.
  • anonymous on 10 Mar 16
     
    Here you will find resources, teaching ideas, curriculum and inspiration related to Early Childhood education. This is a fantastic blog and a great example of early learning in action.
4More

Spelvetenskapliga betraktelser: Open letter to Dr. Ruben Puentedura - 0 views

spelvetenskap.blogspot.com.au/...er-to-dr-ruben-puentedura.html
shared by talithagraceking on 12 Mar 16 - No Cached
  • Quite frankly I found the SAMR-model, as it was presented, to be over simplistic and even trivial.
  • The idea that technology not only affects the quality and efficiency of tasks but also changes the conditions for communication, interaction and learning,
  • There are, for instance, studies showing the decreased reading abilities among Swedish children can be tied to an increase in computer use
  • djplaner on 12 Mar 16
     
    A Swedish academic writes an open letter raising some concerns about the SAMR model. A common model for understanding what ICT can be used for. Mentioned briefly in the week 3 learning path.
11More

Games and Virtual Worlds | - 0 views

circlcenter.org/games-virtual-worlds
shared by talithagraceking on 12 Mar 16 - No Cached
  • Computer-based games and virtual worlds provide opportunities for learners to be immersed in situations in which they can experience and get close to phenomena and processes
  • This immersion helps them develop tacit/implicit understanding and intuitions about such phenomena and processes as they think about choices, take action, and see the impact of their decisions in a meaningful context.
  • It is difficult to get the integration of games and learning right.
  • ...7 more annotations...
  • Some of the best results in recent years have emerged from virtual worlds through thoughtful design of the learning environment that leveraged what we know about how children learn, especially in collaborative, technology-mediated spaces.
  • In the design perspective with the longest history, games have been viewed as conduits or vehicles for the delivery of curricular content
  • The research literature suggests three different perspectives on designing games for learning
  • Second, with the growing sophistication of game play and its rise in the general population, educators have looked for game elements or “game mechanics” that can be borrowed and transferred to educational settings to improve engagement
  • A third perspective on the role of games and virtual worlds in education is organic: looking for and exploiting curricular topics inherent in popular games
  • Virtual worlds are typically more focused on exploration than a specific game mechanic and they open up other possibilities for learning
  • Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge
  • djplaner on 12 Mar 16
     
    Article describing games and virtual worlds and their application to learning and teaching.
1More

Professional development to enhance teachers' practices in using information and commun... - 12 views

studymummaedc3100.files.wordpress.com/...wangs_2014_professional.pdf edc3100 resources education technology ICT conceptual mapping
shared by studentmumma1 on 02 Mar 17 - No Cached
  • studentmumma1 on 02 Mar 17
     
    Hi All, I found this article to be very pertinent to this weeks content in EDC3100. I hope some of you can benefit as well: ABSTRACT (Copied from Sciencedirect) Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.
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What Pedagogical Content Knowledge Looks Like in History Classrooms - 0 views

www.schoolleadership20.com/...show pck history
shared by ruddsword on 19 Aug 16 - No Cached
  • ruddsword on 19 Aug 16
     
    In this article in The Journal of the Learning Sciences, Chauncey Monte-Sano (University of Michigan) and Christopher Budano (University of Maryland) quote an 1861 petition to the California Superintendent of Public Instruction: "A very learned man may profoundly understand a subject himself, and yet fail egregiously in elucidating it to others."

Developing Science Teacher's PCK - 1 views

started by danni_1206 on 03 May 15 no follow-up yet
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EDC3100_2012_1: Course content (Assignment 2) - 16 views

usqstudydesk.usq.edu.au/...view.php
shared by djplaner on 19 Apr 12 - No Cached
    • djplaner
      djplaner on 19 Apr 12
       
      A question and answer about the briefing is available in the forum http://usqstudydesk.usq.edu.au/mod/forum/discuss.php?d=611428#p1886861
  • Briefing on Digital Citzenship
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Are ICTs just about technology?: Why digital technologies might be different - 5 views

usqstudydesk.usq.edu.au/...view.php EDC3100
shared by evansclan2002 on 08 Mar 17 - No Cached
  • According to Mishra and Koehler (2006), "these new technologies can disrupt the status quo, requiring teachers to reconfigure not just their understandings of technology but of all three components [technology, pedagogy, content]" (p. 1030).
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