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Jenny Entsch-Keith

Shapes - year 1 Maths - 2 views

exchange.smarttech.com/details.html

#EDC3100 #Shapes #year1

shared by Jenny Entsch-Keith on 16 May 14 - No Cached
  • Jenny Entsch-Keith on 16 May 14
     
    Learn about a variety of shapes through this SMART Table activity for math. Students work together to learn the names of each shape, label and trace shapes, answer questions and discuss shapes in everyday objects
Joe Wright

Awesome Web Tools to Create Interactive and Collaborative Classroom Activities - 3 views

www.educatorstechnology.com/...ols-to-create-interactive.html

interactive collaborative resources

shared by Joe Wright on 02 Jun 14 - No Cached
  • Joe Wright on 02 Jun 14
     
    These can really help to bring your classrtoom alive by creating an engaging, collaborative environment.
Leigh Campbell

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.  
Ruth Hows

A primary school teacher blog - 1 views

This is a current blog by a primary school teacher in Victoria. I found it interesting with a combination of teaching ideas and activities and tips for teachers.

http:__aprimaryschoolteacher.wordpress.com_ EDC3100

started by Ruth Hows on 16 Mar 14 no follow-up yet
djplaner

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 0 views

hackeducation.com/...s-are-questioning-khan-academy

rat transformation pedagogy khan

shared by djplaner on 05 Apr 15 - No Cached
  • But that's the crux of the problem right there: lecture-demonstrations. Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
    • djplaner
      djplaner on 05 Apr 15
       
      So is this "replacement", "amplification" or "transformation"? At a base level it's amplification in that the learner can pause, rewind and replay. Not something they can do in typical lecture demonstrations.
  • They point to studies that find while students receive these sorts of videos positively, they are actually learning very little or learning very superficially
  • Physics teacher Frank Noschese, for example, contrasts the video of Khan's explanation of force with a video documenting his students' exploration of force through hands-on experimentation.
  • ...2 more annotations...
  • But as some people have found, this sort of reward system on Khan Academy may encourage completion of material for the sake of badges, rather than for the sake of learning itself.
    • djplaner
      djplaner on 05 Apr 15
       
      The ramifications of changes wrought by ICT can lead to unexpected consequences. Yes, students may be completing all of the Khan Academy activities, but are they learning? How long do they retain that learning?
  • Khan Academy has expanded from just creating videos to include a whole platform through which students can move through the content, including analytics for teachers and parents to track them
    • djplaner
      djplaner on 05 Apr 15
       
      Replacement, amplification or transformation? Teachers should always have been tracking student progress. Khan Academy makes it much, much easier - so amplification. But Khan Academy also makes it easy for the parent's to track - amplification or transformation?
  • djplaner on 05 Apr 15
     
    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.
u1044820

Voki Home (creating Speaking Avatars) - 1 views

www.voki.com

shared by u1044820 on 09 Aug 14 - Cached
  • anonymous on 09 Aug 14
     
    Children can create their own customised Avatar - simple activity with loads of potential.
  • Kylie Johnson on 10 Aug 14
     
    I think that this is a great idea for children and teenagers. By allowing students to create an Avatar, it gives them the opportunity to create an image that represents them or they can go completely crazy and create something far from the truth. Giving them an avatar in an educational environment then makes the learning fun and enjoyable as they feel they are playing just one big game. I have used this concept in a Contact Centre with Adults and have had success with it, purely for the reason it allows creativity and staff did not need to leave their desks to go to training.
ashtherese85

A PE blog full of PE teacher blogs! - 1 views

www.gophersport.com/blog

edc3100 HPE teachers sharing resources

shared by ashtherese85 on 08 Mar 16 - No Cached
  • ashtherese85 on 08 Mar 16
     
    Read the latest PE, athletics and fitness topics from our respected physical education experts. Find news, trends and activity ideas for your school or team.
ashtherese85

Sitestosee HPE - 0 views

delicious.com/...S2S,primary,PDHPE

HPE PE PDHPE teachers edc3100 education

shared by ashtherese85 on 08 Mar 16 - No Cached
  • ashtherese85 on 08 Mar 16
     
    Sites2See are topic-focused, quality assured, one page guides to online teaching and learning resources supported by syllabus advice and activities. I have added link to PDHPE
jasminhenery

Snapshot of ICT use in the classroom (2011) - 0 views

shared by jasminhenery on 09 Mar 16 - No Cached
  • jasminhenery on 09 Mar 16
     
    So this information is from 2011 but it gives us an idea of how much of the 'iceberg' teachers are using in the classroom. We are all likely comfortable incorporating the first few tasks/activities in our classrooms but we need to ramp up ICT use in deeper tasks to encourage HOT skills. Sourced from http://elearningindustry.com/time-level-use-ict-in-your-classroom
ashtherese85

Elementary PE teacher facebook page - 2 views

web.facebook.com/elempeteacher

HPE resources edc3100 teachers technology sharing PE

shared by ashtherese85 on 08 Mar 16 - No Cached
  • ashtherese85 on 08 Mar 16
     
    Vicki Gould created this page to help support elementary PE teachers who are in the trenches planning and teaching physical education everyday. She offers relevant posts on her blog that are informative and helpful to PE teachers. In addition, she also offer various products, such as elementary PE lesson plans, e-books and activities for sale.
djplaner

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.
hannahwolff95

Blog - Kleinspiration - 0 views

kleinspiration.com/blog

# education edtech #tech

shared by hannahwolff95 on 07 Mar 16 - No Cached
  • hannahwolff95 on 07 Mar 16
     
    Erin Klein is well known for being an award winning educator, a national keynote speaker and achieved her masters in education. She provides information to her readers about creative ways to amp up lessons, keeping organised and gives tips and tricks for classroom activities and using ICT's.
hannahwolff95

An Educator's Guide to Acceptable Risk Taking - 0 views

www.coolcatteacher.com/11615-2

#education #edtech #teaching

shared by hannahwolff95 on 07 Mar 16 - No Cached
  • hannahwolff95 on 07 Mar 16
     
    Kathy Cassidy writes and shares a video about what risks are acceptable to take when teaching children new tasks such as reading and writing. The idea that risk taking is apart of teaching is hard not to agree with. All students are individual and have a different way of learning, so approaching activities with different mindsets can be quite daunting. As teachers, she writes that we need to grasp the idea of the work risk-taking.
djplaner

Our Space | The Good Project - 1 views

www.thegoodproject.org/...our-space

edc3100redesign blendedLearning learningspaces digitalcitizenship

shared by djplaner on 07 Dec 15 - No Cached
  • Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.
chillicarlos

Google - 1 views

www.google.com.au/webhp

EDC3100 education ICT resources

shared by chillicarlos on 26 Sep 16 - No Cached
  • chillicarlos on 26 Sep 16
     
    A really good phonics based program to teach reading, writing and spelling to 3-8 year olds
educ8-it

Analog and digital technology - What's the difference? - 41 views

www.explainthatstuff.com/analog-and-digital.html

Analogue or Digital?

shared by educ8-it on 17 Feb 16 - No Cached
rhyemoore liked it
  • Now pretty much everything seems to be digital, from television and radio to music players, cameras, cellphones, and even books
  • we first convert the information into numbers (digits)
    • djplaner
      djplaner on 17 Feb 16
       
      It is during this conversion process that information can be lost. Depending on the process digital doesn't always capture all the gradations in analog data. Think of the difference between an analog clock (with an hour hand and a minute hand) and a digital clock (showing just hours and minutes). WIth a digital clock you can only ever see the exact minute 12:01am or 12:02am. The digital information doesn't show you the time between 1 minute past and 2 minutes past. But with an analog clock the minute hand is always moving. At halfway between 12:01 and 12:02 the minute hand will be halfway between the 1 and the 2 minute mark. If you look closely you will be able to see that it's halfway between.
    • mindofmrsbarrett
      mindofmrsbarrett on 03 Mar 17
       
      That is a really interesting point and not one i've reaaly thought about untill now.
  • People accept digital things easily enough, often by thinking of them as electronic, computerized,
    • andreataylor1967
      andreataylor1967 on 05 Jul 16
       
      This was my understanding
  • ...1 more annotation...
  • It's not the same thing as time itself: it's a representation or an analogy of time
  • djplaner on 17 Feb 16
     
    An introduction to the difference between analog and digital technology. ICT are digital technologies during week 1.
  • ...3 more comments...
  • Susan McInnes on 07 Jul 16
     
    To me analogue means the old and digital means modern, and i am kicking myself because I knew on the quiz that the TV was not digital but because I thought of it as a way to communicate I ticked true. I have a digital watch (fitbit) and I wear my analogue one as it does not go flat on me, the joys of digital technology.
  • chloe260 on 13 Jul 16
     
    I actually thought similar to Susan, hence why I also chose true for the television question. I assumed ICT was any means of relaying information or delivery information, other than books or paper articles. Definitely a lot to learn regarding ICT
  • sandyandrewsusq on 16 Jul 16
     
    What being digital means Being digital means more and more ICT devices are far more instant. They need to be mastered because this is the world we live in now even though there is still room for analog technology. ICT devices are all digital and is widely used in school and society itself.
  • mindofmrsbarrett on 03 Mar 17
     
    An introduction to the difference between analog and digital technology. ICT are digital technologies during week 1.
  • joydiigoedc3100 on 03 Mar 17
     
    The teachers using effective pedagogy to help students in mastering ICT devices needs to be put into consideration in our local schools and community. The more ICT devices are explicitly taught, the more school community and activities around ICT become accessible in our classroom.
Mr B

Intentional Searches - Mindtools for Learning - 5 views

sites.google.com/...intentional-searches

EDC3100

shared by Mr B on 05 Apr 17 - No Cached
    • Mr B
      Mr B on 05 Apr 17
       
      Good idea for anyone in History - learning how to evaluate and find quality sources.
  • An example of an Intentional Search activity is provided below in the attachment.
w0068493

Applying the RAT to a learning activity: Apply the RAT framework - 2 views

usqstudydesk.usq.edu.au/...view.php

edc3100 Education

shared by w0068493 on 27 Apr 15 - No Cached
  • earning is amplified
  • use of ICTs
  • search the Internet
  • ...5 more annotations...
  • Diigo, WebQuests and many others) to help the teacher prepared, then there's a change of some amplification
    • w0068493
      w0068493 on 27 Apr 15
       
      look at how to use webquest and diigo even consider using go animate - I guess that is on webquest
  • amplify the quantity and quality of the resources
  • there's nothing here that is transforming student learning
  • opportunity to help students develop their ICT general capabilities
  • Not something that would have been required
  • w0068493 on 27 Apr 15
     
    just a reminder
tamarasteinhardt

NAPLAN - 11 views

Hi It will be interesting to see. For one of my children it will be a reality in a very few short weeks. Her highschool is a pilot school for NAPLAN testing online using their BYOD (an iPad). Will ...

started by lottie01 on 04 Apr 17 2 follow-ups, last by tamarasteinhardt on 18 Apr 17
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