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The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum
shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
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Overview | AC History Units - 1 views

www.achistoryunits.edu.au/...teaching-history-overview.html history pck
shared by djplaner on 20 Apr 16 - No Cached
  • djplaner on 20 Apr 16
     
    Website from the History Teachers' Association of Australia on how to teach history. Some good PCK here.
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The Australian Curriculum v6.0 History: Rationale - 0 views

www.australiancurriculum.edu.au/...Rationale curriculum
shared by Bridget Bell on 18 Mar 14 - No Cached
  • It promotes the understanding of societies, events, movements and developments that have shaped humanity
  • An understanding of world
  • history enhances students’ appreciation of Australian history.
  • ...6 more annotations...
  • knowledge and understanding is essential for informed and active participation in Australia's diverse society.
  • History is a disciplined process of inquiry into the past that develops students' curiosity and imagination
  • History is a disciplined process of inquiry into the past that develops students' curiosity and imagination
  • nterpretative by nature, promotes debate and encourages thinking about human values
  • interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively
  • The study of history is based on evidence derived from remains of the past.
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History: What are examples of things in the &quot;common knowledge&quot; about history that histo... - 3 views

www.quora.com/...universally-consider-incorrect history ictexamples
shared by djplaner on 21 Aug 13 - No Cached
  • djplaner on 21 Aug 13
     
    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.
1More

Horrible Histories First day in the trenches Shouty Man World War I WeeWee - YouTube - 2 views

www.youtube.com/watch Special needs History edc3100
shared by w0068493 on 22 Apr 15 - No Cached
  • w0068493 on 22 Apr 15
     
    In typical Horrible Histories format, the history of WW1 of life in the trenches is re-enacted with some interesting facts
1More

Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Con... - 1 views

jte.sagepub.com/...260.abstract history students edc3100 resources Education knowledge content learning
shared by emmad1810 on 02 Aug 16 - No Cached
  • emmad1810 on 02 Aug 16
     
    Given students' preconceptions of history as fixed information, cultivating students' interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice history teachers construct tasks that demand students' interpretive and evidence-based thinking and attend to such thinking in their field placements while being taught to do so in their methods courses. Analysis of methods course assignments, student teaching observations, and assessments of candidates' disciplinary knowledge led to the construction of three cases of novice teachers' efforts to teach these ways of thinking to their students. The one novice who attended to her students' interpretive and evidentiary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations and gave general prompts to provide evidence in support of students' conclusions. This study highlights the role of preservice teachers' disciplinary understanding and pedagogical content knowledge in developing students' interpretive and evidentiary thinking in history classrooms.
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Our shared history | Sections | Share Our Pride - 0 views

shareourpride.reconciliation.org.au/...our-shared-history shared history
shared by freflet24 on 11 May 16 - No Cached
  • freflet24 on 11 May 16
     
    Shared history of Australia's First People and European settlement
2More

PCK History - 8 views

www.schoolleadership20.com/...looks-like-in-history-classroo pck content
shared by badgermac on 08 Aug 13 - No Cached
  • djplaner on 08 Aug 13
     
    Summary of this journal article ""Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years" by Chauncey Monte-Sano and Christopher Budano in The Journal of the Learning Sciences, April-June 2013 (Vol. 22, #2, p. 171-211)"
  • badgermac on 09 Aug 16
     
    What Pedagogical Content Knowledge Looks Like in History Classrooms - School Leadership 2.0
1More

History Of Educational Technology - 2 views

www.slideshare.net/...tory-of-educational-technology FFF education technology
shared by emlove on 10 Mar 13 - No Cached
  • emlove on 10 Mar 13
     
    A great way to look at the history of technology in education 
1More

'History Harvest' Project May Spawn a New Kind of MOOC - Wired Campus - The Chronicle o... - 1 views

chronicle.com/...41329 digitalcitizenship ICTexamples
shared by djplaner on 23 Dec 12 - No Cached
  • djplaner on 23 Dec 12
     
    Running a "History Harvest" seems one way to get students engaged with the local community.
1More

pck history - 2 views

www.canberra.edu.au/...full_text_final.pdf edc3100 pck history primary Pedagogy
shared by shannetteshelton on 21 Apr 15 - No Cached
  • shannetteshelton on 21 Apr 15
     
    This is an article I found regarding the use of pck to improve students understanding of history. It discusses the how novice teachers may lack pck and what they can look for in their pedagogy to improve students understanding and increase their own PCK.
1More

Lessons with Laughter: Technology - 2 views

www.lessonswithlaughter.com/...Technology resources education lessons laughter technology primary year 4
shared by Margaret Johnson on 20 Mar 14 - No Cached
  • Margaret Johnson on 20 Mar 14
     
    Molly provides a vibrant, colourful blog that outlines many of her classroom techniques along with her expertise in Curriculum and Instruction, focusing on Reading and Language Arts. Of special interest to me is her use of apps in History as i myself am majoring in History via the Middle Years Pathway.
1More

Response: Ways To Deal With 'History Myths' In The Classroom - Classroom Q&amp;A With Larry... - 2 views

blogs.edweek.org/...ry_myths_in_the_classroom.html PCK History
shared by smcroft on 15 Apr 15 - No Cached
  • smcroft on 15 Apr 15
     
    I chose this item as it is a handy item for a history teacher to utilise. A lot of these contemporary issues come up in the classroom and utilising this to correct errors in textbooks and information delivered that is not quite accurate, can aid in a students education and a teachers development equally. 
1More

QR Treasure Hunt - 5 views

www.classtools.net/QR QR pedagogy EDC3100 treasurehunt education
shared by Kate McDonald on 13 Mar 15 - No Cached
katiemaunder and willisah liked it
  • Kate McDonald on 13 Mar 15
     
    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.
1More

ActiveHistory: Games, Quizzes, Worksheets and Lesson Plans for Teachers and Students of... - 3 views

www.activehistory.co.uk/ history ictexamples
shared by djplaner on 14 May 13 - Cached
  • djplaner on 14 May 13
     
    UK based site with a range of activities for history - mostly secondary.  Recently mentioned by the UK Education Secretary (i.e. minister) in a way that shows his limited understanding.
1More

What I Hope To Learn By Teaching a MOOC on &quot;History and Future of Higher Ed&quot; | HASTAC - 1 views

hastac.org/...c-history-and-future-higher-ed MOOC edc3100 FFF highereducation university feedback course Coursera history future free peer-to-peer HASTAC ethnography past sharing exchanging gathering
shared by Michelle Thompson on 23 Apr 13 - No Cached
  • Michelle Thompson on 23 Apr 13
     
    Cathy Davidson's blog about a Coursera Massive Online Open Courses (MOOC) which is starting soon for 6 weeks, and what she hopes to teach in her higher education course. This was posted on the ETMOOC diigo site.
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Teachinghistory.org - 2 views

teachinghistory.org history pck
shared by djplaner on 20 Apr 16 - Cached
  • djplaner on 20 Apr 16
     
    Another US-based site on teaching history
1More

Lt. Col. Martin W. Joyce Papers - Home - 0 views

www.ltcoljoycepapers.org history
shared by djplaner on 13 Sep 13 - No Cached
  • djplaner on 13 Sep 13
     
    Website created by a High School history class (or two) after discovering a suitcase at their school
1More

Initial Ideas for Assignment 2 | A web log by Jamie Rykers - 1 views

jamierykers.wordpress.com/...initial-ideas-for-assignment-2 draftUoW Year4 History
shared by jamielee848 on 30 Apr 15 - No Cached
  • jamielee848 on 30 Apr 15
     
    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 ...
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How I use twitter in my classroom UPDATE 2 « levdavidovic - 1 views

levdavidovic.wordpress.com/...42 history Twitter
shared by djplaner on 23 Apr 12 - No Cached
  • djplaner on 23 Apr 12
     
    A history/English teacher talking about how he uses Twitter in his classes.
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