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Tanya Little

The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views

where2now.wordpress.com/...the-tail-wagging-the-dog-again

shared by Tanya Little on 14 Mar 13 - No Cached
  • Once this program has been implemented, how do we measure our success?
    • djplaner
      djplaner on 14 Mar 13
       
      How will you measure the success of any attempt you make when integrating ICTs into your teaching?
    • Faeza ms
      Faeza ms on 18 Mar 13
       
      Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      Going on the last comment, I guess it goes back to 1 of the Postman's theory, about there being two sides to a story. For every advantage there is always a cost involved. How do you measure the success of ICT and what is the cost involved?
    • Brooke Clark
      Brooke Clark on 20 Mar 13
       
      I believe that you have succeeded in incorporating ICT's in your pedagogy when students are able to achieve outcomes that they may have otherwise struggled to achieve and when the ICT component adds to the learning experience rather than deducts from it.  When you make ICT the tool rather than the lesson.
    • Sue Day
      Sue Day on 20 Mar 13
       
      well stated! I agree on the importance of the ICTs being the tool!
  • Will any student learning objectives have even been considered? Eventually, maybe. But not until after the die has been cast, defining the hardware and software parameters that will make up “the solution”.
    • djplaner
      djplaner on 14 Mar 13
       
      This is the "technology tail" wagging the "education dog".  Technology first, learning second.
    • Teresa Morgan
      Teresa Morgan on 02 Apr 13
       
      I'm confused by this statement. Shouldn't learning come first and then technology to enhance the learning? I might just have to go back over and read this section again from week 3.
    • djplaner
      djplaner on 02 Apr 13
       
      "Tail wagging the dog" is meant to indicate that it is the wrong way around. In theory education should come first.
  • One would expect that any educational organisation whose primary purpose is the delivery of education, would have learning outcomes at the heart of any planning process considering the distribution of such a large allocation of money.
  • ...2 more annotations...
  • Why can’t we build our school ICT infrastructure plans around the learning needs of students, and create a quality teaching environment and professional development program that supports these needs, rather than the other way around?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      I'm a little confused? isn't this supposed to be what we are trying to do. If using the tool belt theory, aren't we meant to TEST, whether our ICT's are applicable and most appropriate?
    • sarah wittman
      sarah wittman on 22 Mar 13
       
      hear hear for the last highlight in this article
  • djplaner on 14 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • ...2 more comments...
  • Matthew Clarke on 19 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Brooke Clark on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Sue Day on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Teresa Morgan on 02 Apr 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
anonymous

Other alternatives to scratch EDX4130 - 2 views

The other alternatives to scratch that I looked at was Gamemake studio, Hackety Hack and Wideo.co (Found this through my curated project). The Gamemake studio program is very much like scratch. The...

technology

started by anonymous on 04 Jun 13 no follow-up yet
christinepeterson66

! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views

www.techknowlogia.com/...36.pdf

shared by christinepeterson66 on 03 Aug 15 - No Cached
  • Second, there are profound concerns now about the gapsopening up between the ICT haves and have-nots, betweenthose who reinforce their access to, and use of, ICT ineducation by what they have and do at home, and those whoenjoy little of either.
  • More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
  • recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
  • ...14 more annotations...
  • digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
  • ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W
  • Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges
  • Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
  • depends increasingly on how knowledge is used and howexpertise is deployed.
  • in education.
  • Globalisation offers considerable opportunities
  • Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.
  • Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
  • not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.
  • there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
  • Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus
  • New sources of learning materials drawnfrom right around the world are accessible via the Internet
  • information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
philipamck

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
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
djplaner

The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views

www.nytimes.com/...it-works-and-what-it-does.html

digital

shared by djplaner on 27 Feb 16 - No Cached
  • Whether it is solving a differential equation on the motion of charged particles or keeping track of a nuts-and-bolts inventory, the digital computer functions fundamentally as a numerical transformer of coded information. It takes sets of numbers, processes them as directed and provides another number or set of numbers as a result
  • Among the characteristics that make it different are the flexibility with which it can be adapted generally to logical operations, the blinding speed with which it can execute instructions that are stored within its memory, and its built-in capacity to carry out these instructions in sequence automatically and to alter them according to a prescribed plan.
  • Despite its size and complexity, a computer achieves its results by doing a relatively few basic things. It can add two numbers, multiply them, subtract one from the other or divide one by the other. It also can move or rearrange numbers and, among other things, compare two values and then take some pre-determined action in accordance with what it finds.
  • ...7 more annotations...
  • For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
    • djplaner
      djplaner on 27 Feb 16
       
      Increasingly there are algorithms that mean that the computer doesn't need to be told what to do. It is capable of learning. For example, in the past computers couldn't drive cars on the road. To do this the computer would have to be told how to do everything - accelerate, turn, how far to turn etc. The new algorithms are such that a computer (actually probably many computers) can drive a car without being told what to do (not a perfect analogy, but hopefully useful)
  • If the data put into the machine are wrong, the machine will give the wrong answer
  • Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
  • o specify 60,000 instructions
    • djplaner
      djplaner on 27 Feb 16
       
      Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
  • This requires an input facility that converts any symbols used outside the machine (numerical, alphabetical or otherwise) into the proper internal code used by the machine to represent those symbols. Generally, the internal machine code is based on the two numerical elements 0 and 1
    • djplaner
      djplaner on 27 Feb 16
       
      This applies to any data that an ICT uses - pictures, sound etc. It has to be converted into 0s and 1s (binary digits) that software can then manipulate
  • The 0's and 1's of binary notation represent the information processed by the computer, but they do not appear to the machine in that form. They are embodied in the ups and downs of electrical pulses and the settings of electronic switches inside the machine
  • The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
    • djplaner
      djplaner on 27 Feb 16
       
      This is the bit of the ICT that does the manipulation. Everything you do to manipulate data (e.g. apply Instagram filters) is reduced down to operations that an arithmetic-logic unit (ALU) - or similar - can perform
  • djplaner on 27 Feb 16
     
    An "ancient" (1967) explanation of how a digital computer works - including some history.
talithagraceking

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.
learnwithash

Book creator app - 28 views

Thank you for sharing this resource! I loved the idea in the article of students writing their stories for their 1st grade buddies!! I also loved the idea of utilising a PowerPoint presentation in ...

started by rhyemoore on 19 Mar 17 8 follow-ups, last by learnwithash on 09 May 17
Amanda Middleton

40+ iPad Apps for Reading Disabilities ~ Educational Technology and Mobile Learning - 6 views

www.educatorstechnology.com/...or-struggling-reading-and.html

shared by Amanda Middleton on 04 Mar 14 - No Cached
  • Amanda Middleton on 04 Mar 14
     
    "February 1, 2014 Whether you're the parent of a child with a reading disability or an educator that works with learning disabled students on a daily basis, you're undoubtedly always looking for new tools to help these bright young kids meet their potential and work through their disability. While there are numerous technologies out there that can help, perhaps one of the richest is the iPad, which offers dozens of applications designed to meet the needs of learning disabled kids and beginning readers alike. Here, we highlight just a few of the amazing apps out there that can help students with a reading disability improve their skills not only in reading, writing, and spelling, but also get a boost in confidence and learn to see school as a fun, engaging activity, not a struggle. "
  • Anouk Matthews on 04 Mar 14
     
    Great apps Amanda!! I'm in the process of teaching my six year old to read and write as she attends an all Chinese kindergarten and is not learning any English. After an eight hour school day she really resists any more work that I try to do with her, which is very frustrating for both of us. She does however LOVE the iPad and I'll be trying some of the kindergarten specific apps mentioned in the article. Hopefully she won't even realise she is learning while playing. When we return to Australia she will be behind in reading (as our main focus for her right now is Mandarin) and will require targeted help.
  • Maria Kaffatou on 05 Mar 14
     
    Very helpful site!! The world is changing and we (as future teachers) should all be exposed to all the various ways that we can engage students in constructing and actively engaging in their own learning. If I was a child with dufficulties in reading I would rather engage with an Ipad rather than any other traditional way of teaching. Again this site is a proof of what a useful tool ICT can be and the positive results it gives when used in the right way.
djplaner

Mr Robbo - The P.E Geek | Bridging the gap between Physical Education & ICT…Y... - 8 views

thepegeek.com

teachers teacher pe hpe FFF

shared by djplaner on 14 Mar 13 - No Cached
  • djplaner on 14 Mar 13
     
    One for the HPE folk.  A Victorian PE teacher who labels himself "The PE Geek".
  • ...2 more comments...
  • Carmen Gambe on 15 Mar 13
     
    The key word here is 'Physical' education. I can only condone activities that are of physical nature. If the ICT is restricted to hands controlling a remote then I would not execute them in my PE classroom. I can see how some of these games add excitement to teaching and learning but are they still teaching the kids the fundamentals? You cannot expect a child with no experience in the water to swim proficiently or with confidence no matter how much swimming gamification practise they've had. It is unrealistic and dangerous. Gamification has the ability to help correct techniques in elite athletes and create visuals for young children but is it really helping them with their stamina? Are they giving a 100% or just doing it half-heartedly, more for the fun? Physical education is just that ... physical. It helps your lungs develop and makes you stronger, fitter and healthier. I don't know whether I am for or against ICT in P.E.
  • djplaner on 15 Mar 13
     
    I didn't look very far in his blog, but it does appear that only the first post is talking about gamification. There are other post where he is exploring a range of resources associated with both the health theory side and also the physical movement. The rationale for sharing this was for the entire blog. To see a HPE teacher that is engaging with a whole range of ICTs, including some you may have problems with.
  • anonymous on 28 Mar 14
     
    He does discuss other reasons why ICTs should be used in classes, but unfortunately doesn't give enough practical examples. The gamification he talks about most specifically is a dance game on the wii. Now of course the students are taking part in a game, but their bodies are moving just like they would be if they were dancing without the use of the game, so it is definitely physical. Using these types of games in your teaching shouldn't outweigh the the students taking part in physical activity or sports and training, but it should supplement it. I think using ICTs in HPE will help to improve motivation and interest in students who are uninterested in sport, which is a big focus that teachers face, particularly with junior high school girls. Using these games to get them interested is better than forcing them to take part in an activity where they aren't going to put in much effort anyway. ICTs are also immensely beneficial to students studying PE in senior, as a lot more of the focus is on technique and improvement, so using videos to view performance and receive feedback is great for these students. Especially the apps and programs you can get nowadays that let you pause and rewind video, play in slow motion, and draw on the screen (to check if your body is creating the right angles in the movement etc). In primary they wouldn't be so concerned with technique improvement like this, but ICTs can be used to expose students to sports that they wouldn't normally see or experience. Primary students could research and create their own games and sports using the internet and computers. (It is harder for me to think about the primary context, because I haven't had much to do with it). I am sure there are many ways ICTs can be incorporated in the Primary HPE setting, you just need to think outside the box.
  • anonymous on 28 Mar 14
     
    Oops, I think I got PE Geek confused with a PE blog I was reading recently. After looking at the actual link, this PE geek offers so much more! It is actually great, the apps he talks about are great for primary and secondary.
djplaner

The Overselling of Ed Tech - Alfie Kohn - 2 views

www.alfiekohn.org/ed-tech

whyicts whynoticts

shared by djplaner on 16 Mar 16 - No Cached
  • y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it
    • djplaner
      djplaner on 16 Mar 16
       
      'd sugest that "it depends" includes consideration of the "somewhere" in which it is being used. The class, the learners, the teacher(s), what is being learned..
  • But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency
    • djplaner
      djplaner on 16 Mar 16
       
      And here's #2 of the "big three".
  • Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
    • djplaner
      djplaner on 16 Mar 16
       
      The first of the "big three reason". As here, there are arguments aginst this particular reason, or at least for not having it drive the why (not) question
  • ...5 more annotations...
  • We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
    • djplaner
      djplaner on 16 Mar 16
       
      The "theory" method from the Why (not) framework can help inform this, but you do need to question your deeper assumptions about this question. Of course, the problem you face is that the "way things are done" impacts this greatly and can limit what you can question
  • Some people seem to be drawn to technology for its own sake — because it’s cool
    • djplaner
      djplaner on 16 Mar 16
       
      Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
  • Despite corporate-style declarations about the benefits of “innovation” and “disruption,” new forms of technology in the classroom mesh quite comfortably with an old-school model that consists of pouring a bunch o’ facts into empty receptacles
    • djplaner
      djplaner on 16 Mar 16
       
      i.e. horsey horseless carriage thinking
  • Far more common, in any case, are examples of technology that take for granted, and ultimately help to perpetuate, traditional teacher-centered instruction that consists mostly of memorizing facts and practicing skills
    • djplaner
      djplaner on 16 Mar 16
       
      This is where we can have some argument. There is some value in doing this type of stuff as long as there is amplification going on AND it's part of a broader move from traditional forms of learning to different types of learning. I'm also troubled by the "one size fits all" approach to this. "Nothing works everywhere".
  • According to an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.
    • djplaner
      djplaner on 16 Mar 16
       
      This is a danger
    • djplaner
      djplaner on 16 Mar 16
       
      There's nothing wrong with using ICT to make your job easier, but it shouldn't be the only thing you do with it
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
djplaner

Application of the SAMR model | isupport - 4 views

isupport.com.au/...application-of-the-samr-model

shared by djplaner on 28 Jul 13 - No Cached
  • These processes are ingrained and simple. The devices we use are all around us, they are ubiquitous and the outcomes obtainable.
    • djplaner
      djplaner on 28 Jul 13
       
      In other words, the technology has become mythic (in the sense suggested by Postman's 5 things to know about technological change)
    • Leigh Campbell
      Leigh Campbell on 29 Jul 13
       
      Does this imply that there will be a time where the subject ICT and pedagogy won't be necessary?
    • djplaner
      djplaner on 30 Jul 13
       
      That Leigh, is a very good question. One we'll pick up on in coming weeks (if not before)
    • Teagan Childs
      Teagan Childs on 30 Jul 13
       
      Very good question Leigh!
    • djplaner
      djplaner on 16 Mar 14
       
      In short, I think there will be a time when a course like ICT and Pedagogy won't be needed.
  • Dr Puentedura displayed this brilliant slide introducing the SAMR Ladder, and offered the following advice.
    • djplaner
      djplaner on 28 Jul 13
       
      Click on the image below and read the "SAMR ladder".  These will be useful questions to ask yourself over the coming weeks.
  • What is it that you have always wanted to accomplish in terms of educational goals that you couldn’t accomplish before?
    • djplaner
      djplaner on 28 Jul 13
       
      A reason to use ICTs in learning and teaching?
  • ...3 more annotations...
  • Technology is used a lot but only in low level uses (ie Facebook, and Google search). If asked to perform a “complex” task such as creating a presentation or editing a photograph most teachers would come unstuck.
    • djplaner
      djplaner on 28 Jul 13
       
      Does this apply to you? Has your studies given you an opportunity to move beyond?
    • Nicole Hunter
      Nicole Hunter on 02 Aug 13
       
      I have used new software and packages during my uni course that I wouldn't have otherwise experienced. It is great to be pushed into that uncomfortable stage while learning a new program but the achievement feeling when you have worked it out is great and very rewarding. There is so much out there that could be used in the classroom but you need to seek it out!
    • Ali Meadows
      Ali Meadows on 03 Aug 13
       
      Until I started EDC3100 I wouldn't have considered myself a 'low level user'. I am however making progress. It is challenging at times since there are so many resources that can be applied. Without this course I would have been in the dark about the possibilities.
  • We know when we have achieved successful technology integration: it is when we use technology without even thinking about it.
    • Kate Dugdale
      Kate Dugdale on 30 Jul 13
       
      I love this.  Successful technology integration is when it is just part of what we do.  Like postman's ecological thinking. 
  • as technology evolves we must evolve too
  • djplaner on 28 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • ...1 more comment...
  • Leigh Campbell on 29 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Teagan Childs on 30 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Nicole Hunter on 02 Aug 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
jac19701212

NARST: Publications - Research Matters - to the Science Teacher - 2 views

www.narst.org/...pck.cfm

PCK ICT3100

shared by jac19701212 on 03 Apr 15 - No Cached
  • Pedagogical content knowledge is a form of knowledge that makes
  • how that knowledge is organized and used
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Pedagogical content knowlegde - a form of knowledge that makes teachers teachers rather than being experts in their field - the difference is in the how subject matter knowledge is organised and used --> the teacher's knowledge of a subject is organised form a teaching perspective and is used as a basis to help students understand specific concepts.
  • ...15 more annotations...
  • teacher's knowledge of science is organized from a teaching perspective and is used as a basis for helping students to understand specific concepts.
  • teachers teachers
  • experienced
  • a model of pedagogical content knowledge that results from an integration of four major components, two of which are subject matter knowledge and pedagogical knowledge. The other two other components of teacher knowledge also differentiate teachers from subject matter experts
  • One component is teachers' knowledge of students' abilities and learning strategies, ages and developmental levels, attitudes, motivations, and prior knowledge of the concepts to be taught.
  • The other component of teacher knowledge that contributes to pedagogical content knowledge is teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Model of pedagogical content knowledge that results from 4 major components - (1) subject matter, (2) pedagogical knowledge, (3) teachers' knowledge of students' abilities and learning strategies, and (4) teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
  • pedagogical content knowledge is highly specific to the concepts being taught, is much more
  • than just subject matter knowledge alone, and develops over time as a result of teaching experience.
  • What is unique about the teaching process is that it requires teachers to "transform" their subject matter knowledge for the purpose of teaching
  • why they teach specific ideas the way they do.
  • This is pedagogical content knowledge
  • Start discussions with other teachers about teaching.
  • Exchange strategies for teaching difficult concepts or dealing with specific types of students.
  • peer coaching
  • sarah1617 on 03 Apr 15
     
    Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments by Kathryn F. Cochran, University of Northern Colorado "Those who can, do. Those who understand, teach." (Shulman, 1986, p.
alicefoddy

Science Foundation to Year 10 Curriculum by rows - The Australian Curriculum v7.3 - 0 views

www.australiancurriculum.edu.au/...f-10

curriculum australian EDC3100 technology

shared by alicefoddy on 03 Mar 15 - No Cached
  • ommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148) View additional details about Literacy
  • ord data (ACSIS166) View additional details about Literacy View additional details about Numeracy
  • Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and
  • ...1 more annotation...
  • Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200)
  • alicefoddy on 03 Mar 15
     
    For assignment 1. 
angelajhayes

21st Centyru Learing and ICTs - 3 views

www.curtin.edu.au/...2011_21st_century_learning.pdf

education edc3100

shared by angelajhayes on 07 Mar 15 - No Cached
  • angelajhayes on 07 Mar 15
     
    I read a very interesting article written by Joke Voogt (the Netherlands), Chris Dede (USA).Ola Erstad (Norway), which discusses the importance of ICTs in 21t century learning. They reiterated on the topic that "rapid development of information and communication technologies (ICT) are continuously transforming the way in which we live, work and learn." They explored they skills that are required for living and working in the 21st century: collaboration, communication, digital literacy, citizenship, problem solving, critical thinking, creativity, productivity. I agree with Voogt and Dede when they say that "an important change has taken place in the way new digital tools and collaborative environments have enhanced learning, from an emphasis on reproducing information and content to content creation and sharing in virtual environments, which some describe as a remixing culture. There are 3 main literacies that we need to develop: Technological literacy (to be aware of the interplay between technology and society), ICT literacy (the skills needed to make effective and efficient use of ICT) and Information literacy (the capacity to access information efficiently and effectively) (Voogt and Dede, 2011). I think the biggest statement that they make is "using ICT to shift our educational structures from industrial era schools to new types of 21st century formal educational models is important" (Voogt & Dede, 2011). I believe schools are now on the edge of this shift, but some educators are reluctant. I mean to make that shift, to evaluate how I use ICTs in the classroom and how I use them to transform learning, not just to use them as 'add-ons'.
peta82

Teachers, Teaching and ICTs | infoDev - 2 views

www.infodev.org/...teachers-teaching-and-icts

ict pck teachers

shared by peta82 on 30 Jul 15 - No Cached
  • ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research from OECD countries suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
  • despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
    • djplaner
      djplaner on 30 Jul 15
       
      Experience in EDC3100 supports this. People tend to use ICT to enhance existing methods, rather than for transforming what they do. Especially in Assignment 3 (which is based on Professional Experience).
  • The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.
    • djplaner
      djplaner on 30 Jul 15
       
      This is one of the main reasons behind the push for you to create a Personal Learning Network. A PLN is a peer network that can be an important aid to your teaching.
  • ...3 more annotations...
  • Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively
  • Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers.
    • djplaner
      djplaner on 30 Jul 15
       
      Is EDC3100 achieving this?
  • By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.
  • djplaner on 30 Jul 15
     
    A summary of work done by a World Bank supported group. Attempts to summarise what is known about the use of ICT in education -- original shared by Lisa Stewart
  • peta82 on 02 Sep 16
     
    what do we know about successful pedagogical strategies?
u1000024

Special Education Teachers: Effective Teaching Strategies | Concordia University - Port... - 1 views

education.cu-portland.edu/...rategies-for-special-education

pck special education

shared by u1000024 on 25 Aug 14 - No Cached
  • Effective Teaching Strategies for Special Education
  • Working with Short Attention Spans Set clear expectations for all students. Break assignments into smaller pieces to work on in short time periods. Space breaks between assignments so students can refocus on their tasks. Share ideas with parents so they can help with homework. Carry out everyday routines consistently. Develop a reward system for good behavior, completing work on time and participating in class. Use visual and auditory reminders to change from one activity to the next. This may need to be done several times before the change is made. An egg timer is a good auditory tool that indicates a signal to begin or end an activity
  • Managing Constant Change
  • ...3 more annotations...
  • Design teaching aids and lessons that are flexible. Add creativity to lessons and homework. Develop easy-to-use monitoring tools that are needs-based. Design lesson plans that can be modified to fit each student. Develop a set of resources and interventions that work.
  • Teaching Effectively
  • Use a multiple-scenario approach to developing lesson plans. Monitor and verify student responses to lessons. Evaluate and adapt lessons as necessary. Use peers to review lesson plans and to develop ideas that might be applicable. Develop and maintain a pool of mentors. Keep a list of resources for teaching, lesson plans and professional development Set a professional development plan for yourself and track your goals Develop or implement a system that allows for easy and comprehensive data collection to help monitor and adapt lessons Gather some tricks of the trade from fellow teachers, including those who do not teach special education.
  • u1000024 on 25 Aug 14
     
    Effective teaching strategies for students with Special Needs
alicefoddy

Pedagogical content knowledge and preparation of high school physics teachers - 0 views

www.phystec.org/...detail.cfm

PCKphysics_science

shared by alicefoddy on 25 Mar 15 - No Cached
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that. 
emilymcauliffe

Login required | ICT in Everyday Learning - 16 views

www.ictineverydaylearning.edu.au

edc3100 ICT technology pedagogy resources

shared by emilymcauliffe on 06 Mar 17 - No Cached
rhyemoore liked it
  • emilymcauliffe on 06 Mar 17
     
    Hello everyone, I just wanted to share with you this website called 'ICT in Everyday Learning: A Toolkit for Teachers'. This website draws on the 'TPACK' framework and provides information for teachers regarding ICT and pedagogy. The website makes explicit links between pedagogy, the Australian Curriculum, and the use of ICT to enhance pedagogy and facilitate student learning. In researching different ICTs to include in my table for Assessment Task 1, I found the 'Technology: Tools and Devices' section very useful! This section provides links to a range of ICTs across different learning areas. It was interesting to browse through these ICTs and examine which ones 'enhance' teaching and learning and which ones have the potential to 'transform' teaching and learning. I hope you find this website helpful!
  • ...1 more comment...
  • abinyon on 07 Mar 17
     
    Thanks Emily, This is both a helpful and interesting resource.
  • ttaylo on 12 Mar 17
     
    Thanks for sharing this fabulous resource, Emily! I have just accessed this website, and I feel that I have accessed a new world of ICT information that is both practical and realistic to implement in the classroom. Kind regards, Todd
  • rebekahadair on 13 Mar 17
     
    Thanks for this resource, Emily! Very helpful and informative on the implementation of ICT in the classroom. Regards, Rebekah
jac19701212

Digital Childhood: Realistic Screen Time Limits for Children | Altarum Institute - 1 views

altarum.org/...creen-time-limits-for-children

digitalcitizenship resources EDC3100 education technology

shared by jac19701212 on 02 May 16 - No Cached
  • Rideout
  • The announcement said, “Scientific research and policy statements lag behind the pace of digital innovation,” and noted that the organization’s screen time policies were written before the rise of the iPad (Brown, Shifrin, & Hill, 2015)
  • The AAP’s current guidelines are that television and other entertainment media should be avoided for children younger than 2 years old and that older children and teens should limit screen time to 2 hours per day (AAP, 2015)
  • ...5 more annotations...
  • Is abstinence from screen time realistic for children younger than 2? Can older children navigate a digital world with no more than 2 hours per day of screen time?
  • “The question before us is whether electronic media use in children is more akin to diet or to tobacco use. With diet, harm reduction measures seem to be turning the tide of the obesity epidemic. With tobacco, on the other hand, there really is no safe level of exposure at any age. My personal opinion is that the diet analogy will end up being more apt” (Kamenetz, 2016).
  • The risks of excessive screen time have been well-studied, although many of the cornerstone studies in this area focus on television viewing rather than the use of mobile media devices like smartphones and tablets.
  • n general, screen time exposure is associated with less physical activity, poorer diet choices, disrupted sleep cycles, and a higher body mass index (BMI)
  • Even with the evidence above, it is difficult to say exactly how much screen time is excessive screen time and how newer forms of digital media compare with traditional media like television.
  • djplaner on 02 May 16
     
    2016 article looking at screen-time and how much is too much. Picks up on moves to change recommendations, but includes discussion of problems and strategies.
  • jac19701212 on 10 May 16
     
    About screen times
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