Group items tagged

WA-based high school using a wiki and a game to teach history to Year 10 classes.

Article describing how on US-based 5th grade teacher is using technology to create a "blended" approach to learning that apparently allows more catering to the different capabilities of her students. Some linked to the approach used in EDC3100 as explained in the first (and last) Toowoomba lecture.

An example of web-based artefact that could be used as a model for assignment 1. Use of metaphor to explain constructivism. A low-tech but interesting use of multimedia.

A "knowledge base" learning theories and models.

Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories and models that address how people learn. A resource useful for scholars of various fields, including educational psychology, instructional design, and human-computer interaction.

One example (non-school based) of how ICTs can help learning.

An infographic summarising/reflecting on all the ICT based experiences a primary school with early years classrooms had during the 2013/2014 (North American) school year.

Miss Jordan shares her teaching experiences, classroom activities and students learning experiences. Miss Jordan is based in Victoria and is in a primary setting. A 3/4 class. I think Miss Jordan is interesting as she has regular posts and shares information that is relevant to other teachers. Miss Jordan also uses technology in different ways to help her students learn.

Corinne is a NSW-based primary school teacher who is active in social media, including being involved with the TER podcast (that I recommend). More information available on her blog.

Journal paper talking about "digitized health and physical education". "The emergence of digitized health and physical education, or 'eHPE', embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms 'do things' in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a 'biopedagogy' of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an 'algorithmic skin', connected to a wider 'networked cognitive system'. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies."

This blog provides a value based approach to education and may be useful

This is a great blog site with links to loads of other blogs from early childhood teachers. It also provides links to resources...

This blog has the links to numerous teachers blogs

Some great ideas for play-based learning. Includes some interesting articles on Montessori Method, Reggio Emilia approach.

A simple example of a webquest based on Australian history.

A description of the 1st one-to-one laptop program in the world (at a Melbourne-based private school). The important aspect of this is the purpose behind this program and how that differs from what has happened since. Arguably, how computers and computing devices are being used in schools has radically decreased even though the capability of the technology has radically increased.

I found this article really interesting after an experience in two year seven classes a few weeks ago. I was asked to help two grade 7 classes for the first 2 periods for three weeks. In that time, I wandered around quietly paying particular attention to what the students were actually doing on their laptops. I noticed on many occasions, several of the children were actually entertaining themselves by just "pottering" around on their laptop, even while the teacher was explicitly teaching. I was really curious to know how much the majority of students were actually learning. The class environment was relatively quiet compared to schooling in my day (in the '70's and '80's) but I had the thought, if laptop programs are NOT successful, we have a big problem that may not be confirmed for a decade or so. The other thing I found interesting is that the majority of the year 7's had done extremely poorly on their ICT exams.... interesting...

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.

Hi All, I found this article to be very pertinent to this weeks content in EDC3100. I hope some of you can benefit as well: ABSTRACT (Copied from Sciencedirect) Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.

New South Wales based - some teaching ideas about celebration and its purpose; celebrating important days; how celebration are alike and different; how people celebrate; festival study; diversity around us and celebrating diversity.

Collection of web-based simulations for science and mathematics. These provide learners with an opportunity to interact with abstract ideas.

A really good phonics based program to teach reading, writing and spelling to 3-8 year olds