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Elke Arndell

Self-authored e-books: Expanding young children's literacy experiences and skills (full... - 2 views

  • PowerPoint is ideal for helping young children to make basic self-authored e-books.
  • helping early childhood professionals to engage young children in new literacy and language experiences.
  • multi-literacies, that self-authored books present an opportunity for early childhood professionals to develop a partnership between ICT and reading.
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  • 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
    • Elke Arndell
       
      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).
    • Elke Arndell
       
      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.
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    Self authored e-books
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    Self authored e-books
jac19701212

Through our eyes: series 1 - 0 views

  • This resource also provides a very valuable source of information for Year 3 History for local area studies of Language groups in north-western NSW and discusses the importance of Country and Place to Aboriginal peoples.
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    Series of 18 short videos providing insights into the land management practices and social, spiritual and cultural knowledge of the Ngemba, Kamilaroi and Euahlayi Aboriginal language groups in north-western NSW. The videos are presented by the Aboriginal Elders and knowledge-holders and cover a range of topics including the cultural use of billabongs and gilgai, the use of native foods and medicines and traditional stories from the region. Some of the videos explore the European water management practices on the ecology of the catchment and the importance of sustainable land and water management.
Susan McInnes

Make your own Word Search with Discovery Education's Puzzlemaker! - 0 views

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    I have often used word searchers in lesson plans on placements for two reasons, I find it a good activity to settle students into the classroom or begin a lesson and it can used to activate prior knowledge. An example I have used is teaching fractions the students had to used prior knowledge and find words the ycould remember about fractions with the word search.
kayla837

Teaching Content Knowledge and Pedagogical Content Knowledge: A Model from Geographic E... - 0 views

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    SAGE Publications
rosborough

Pedagogical Content Knowledge - 8 views

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    "several key elements of pedagogical content knowledge"
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    Shulman further defines this concept.
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    This is a helpful article on the professional learning and development of teachers and the professional learning, specifically english, to assist in becoming a more competent teacher.
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    What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations
Romina Jamieson-Proctor

AITSL Teacher Standards - Sharing our Indigenous nation - 1 views

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    Here a graduate teacher aims to use a variety of digital tools and resources to engage students and enrich their experience in attempting to answer the question 'Who are Indigenous Australians?' The teacher explores how a range of digital tools and resources can be used to collaboratively build students' knowledge of Indigenous cultures and histories in Australia and internationally. 
djplaner

This Creepy App Isn't Just Stalking Women Without Their Knowledge, It's A Wake-Up Call ... - 5 views

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    Not quite as visceral as "Take this lollipop", mostly because it's a description. But I imagine if done live it could make an impact. Probably more effective in larger cities where more people are using the combination of facebook and Foursquare.
djplaner

Minecraft Students are evolving. They'll pwn teachers (and servers). And that's awesome. - 1 views

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    Teacher describing how student knowledge of Minecraft has changed in the 4 years he's been using it in his school. Are you ready for your students to know more than you?
katrina carpenter

action verbs for showing knowledge - 4 views

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    this might provide some ideas when thinking of fun and alternative ways for students to display their knowledge
Noel Kibai

Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of ... - 0 views

shared by Noel Kibai on 10 Mar 14 - No Cached
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    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.
Anne Murray

Fraser Coast #EDC3100 class - 3 views

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    Educator Anissa Grumetza visited the Fraser Coast Campus on Tuesday to share her knowledge of ICTs in the classroom.
Michelle Brown

http://www.socstrpr.org/files/Vol%203/Issue%203%20-%20Winter,%202008/Practice/3.3.6.pdf - 0 views

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    Geocaching - a great way to promote new learning connected to prior knowledge, allows for collaboration and authentic learning.
Jenny Entsch-Keith

Open letter to Sal Khan | Overthinking my teaching - 4 views

  • the whole number place value rules do not apply.
    • Jenny Entsch-Keith
       
      While some rules as strategies help, students need to develop a greater understanding of why and how when it comes to learning.
  • These two students have learned all the rules that you seek to teach them, and they do not understand decimals at all.
  • @MathMinds
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    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.
djplaner

History: What are examples of things in the "common knowledge" about history that histo... - 3 views

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    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.
kmerder

The Weblog of Kylie Merder - 0 views

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    pedagogical content knowledge article
sharon Carrafa

MyRead - Home - 3 views

shared by sharon Carrafa on 28 Aug 15 - Cached
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    Teaching Strategies and Knowledge for teaching year 4 literacy
Joe Wright

9 Websites to Learn Coding As Compiled by TED - 0 views

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    Last week we looked at how to incorporate computer programming into your learning program. You don't need any prior knowledge or experience ... here's some resources to help you:
djplaner

My Personal Knowledge Management System | Mrs Young's ICT Endeavours - 0 views

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    A student shares her PKM system/process. Yours may be very different, but making yours explicit, thinking about and refining it is important
djplaner

The Myth of Learning Styles - 3 views

  • So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions.
  • However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e.g., visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful.
  • However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students' cognitive strategies
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  • a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction
    • djplaner
       
      A good rule of thumb to consider when looking at reasons for changing teaching.
  • And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning.
    • djplaner
       
      Some research that I need to follow up with and ponder how it might be integrated into EDC3100
  • We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners
  • we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to
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    Good overview of what is wrong with learning styles.
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