Group items tagged

Innovative use of blended learning, using a rotating centres approach: Teacher instruction, Group work, Technology group. They are able to do more differentiated instruction within this model and looks like they're using some digital curriculum or an LMS.

A teacher reflecting on some of the constraints that arise from required aspects of formal schooling like the curriculum and the timetable.

Stumbled across this website while trying to find out how to integrate ICTs with only an interactive whiteboard in the classroom. Looks like some good reading

Collection of resources curated by a US-based group

A wiki with a broad array of resources around "curriculum, pedagogy and technology"

Another example of Trello being used to encourage collaboration and exploration on the part of students.

Australian Curriculum and DT

A quick go to guide for help

ICT key ideas according to Australian curriculum

SLIC - MinecraftEdu is interactive between teacher, student and peers, can be actioned individually or in groups, is motivating for many students and can be tailored to a specific curriculum outcome.

From the site MathPickle was founded in 2010 to inject new ideas into the classroom. It is the driving force to get curricular unsolved problems into classrooms worldwide - one for each grade K-12. A conference in November 2013 established the thirteen unsolved problems. Aimed to solve this problem Whenever an elementary school teacher wants to teach addition, she will invariably face 20% of students who already know how to add and another 20% who are struggling with last year's curriculum. How can she engage the top students without losing the bottom students? How can she engage the bottom students without boring the top students?

This Assistant Teacher works in Kindergarten and is always on the look out for ways to integrate ICT into the children's learning and the kindergarten curriculum. I'm really looking forward to reading through her past and future blog posts, in the hope of getting some inspiration and ideas on how I can use ICT in the early childhood context. I hope this will also help other early childhood students in edc3100.

Might help someone found it in the Journal & database tab of the usq library under education curriculum resources and lots more, worthwhile to check it out

very interesting and useful site for including film and drama into the curriculum.

A collection of links around the C2C project  in Queensland Ed schools

http://www.learningplace.com.au/uploads/documents/store/resources/res_40997_eLearning_in_the_Early_Phasev2.pdf This is a document that can be gotten to through David's link. It has some great ways of using ICT in the early years classrooms

Parkhurst school and it's use of ICT in every grade across the curriculum is remarkable.They are really preparing their students to be 21st century learners.It is also evident that the teachers are continuously on a learning journey too.

The Raspeberry Pi is a $35 computer. It may or may not be an important change around teaching kids how to get their hands dirty programming etc. Perhaps an interesting tool for the coming Technology area of the Australian Curriculum

Describes an approach to encouraging meta-cognition, deep reading etc from students enable by a range of different ICTs to enable students to collectively analyse annotations on a text.

"Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware