technologies that are used for accessing, gathering, manipulating and presenting or communicating information
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FWA winner | Build With Chrome - 2 views
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This website features the most cutting edge websites describing them and awarding sites of the day, month and year. A very interesting website that lets you see the amount of diverse technology on the web.
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What are ICTs?: A Queensland View - 10 views
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Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching? -
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.
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ICT tends to mean computers and their peripheral devices
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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
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I totally agree. Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks. -
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.
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what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
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It's important how technology is used. What impact it has on learning. Using technology is not enough
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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.
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The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
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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.
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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
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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?
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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.
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The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
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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. -
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".
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There is no standard school configuration of machines
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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.
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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.
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Teachers: What's Your Motto in the Classroom? | Edutopia - 2 views
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The Week 2 activity in asked What's your pedagogy? got me thinking, I decided that building relationships with my students was extremely important to me. I agree with this article and Elena Aguilar shares a very similar pedagogy, her classroom is not just individual students, it's a community in which everyone belong -
Awesome question! I have a number of motto's but I think one stands tall amongst them all. We are all equal and put downs of course are not to be tolerated but I believe more focus on student fear of failure resulting in a lack of effort to succeed. There will be times in our career where we will witness students losing motivation due to ridicule from peers or even self-ridicule. More than once I have heard in a maths classroom a student admitting, "Oh I'm not good at maths", even when I can see that they are quite capable. Effectively the student is giving themself permission to fail. My moto is "THANKS FOR CORRECTING ME!" Too often students fear answering a questions in case they get it wrong, and some students will abuse others for their mistakes. It is a cultural attitude that is in the workplace as well as the classroom. If someone voices that they have discovered a mistake you have made, then that gives you the opportunity to correct yourself. If you cannot see the error, then it is an opportunity for them to teach you something new. It doesn't matter which way you look at it, mistakes should be celebrated as a collaborative learning opportunity, and as teachers we should encourage this. Olympic gold medal winner Adam Kreek talks about happy failure and emergence: https://www.youtube.com/watch?v=H8P7Ni1NwB0
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The Technium: Chosen, Inevitable, and Contingent - 0 views
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until these contingencies harden into technological necessities and become nearly unchangeable in future generations. There’s an old story that is basically true: Ordinary Roman carts were constructed to match the width of Imperial Roman war chariots because it was easier to follow the ruts in the road left by the war chariots. The chariots were sized to accommodate the width of two large war horses, which translates into our English measurement as a width of 4′ 8.5″. Roads throughout the vast Roman empire were built to this spec. When the legions of Rome marched into Britain, they constructed long distance imperial roads 4′ 8.5″ wide. When the English started building tramways, they used the same width so the same horse carriages could be used. And when they started building railways with horseless carriages, naturally the rails were 4′ 8.5″ wide. Imported laborers from the British Isles built the first railways in the Americas using the same tools and jigs they were used to. Fast forward to the US Space shuttle, which is built in parts around the country and assembled in Florida. Because the two large solid fuel rocket engines on the side of the launch Shuttle were sent by railroad from Utah, and that line transversed a tunnel not much wider than the standard track, the rockets themselves could not be much wider than 4′ 8.5.”
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“So, a major Space Shuttle design feature of what is arguably the world’s most advanced transportation system was determined over two thousand years ago by the width of two horses’ arse.” More or less, this is how technology constrains itself over time.
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In addition to the primary drive of preordained development (force #1), and in addition to the escapable influences of technological history (force #2), there is society’s collective free will in shaping the technium (force #3).
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Long post and not directly related to ICT and Pedagogy, but somewhat related. The highlighted section outlines one - often unseen - way in which the "way things are done" limit what can be done in the future.
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Science Learning Activity Types - 1 views
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The three sets of activity types (conceptual knowledge building, procedural knowledge building, and knowledge expression) are presented in the tables that follow, including compatible technologies that may be used to support each type of learning activity. The technologies listed in the tables are meant to be illustrative. The taxonomy authors do not necessarily endorse the specific software titles and/or Web sites listed
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Create timelines, share them on the web | Timetoast timelines - 4 views
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Timetoast is a place to create timelines that you can add to your blog or website. Or you can type in a topic and it locates an interactive timeline on the subject. Fantastic resource to have. -
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Five apps for integrating ICT into the classroom - 2 views
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Interesting article on how apps are being trailed in classrooms in 2013. Five apps are recommended and I have had positive experiences with Edmodo in particular as it is being used by my sons teachers. -
Thanks you for posting this! I found it really helpful and interesting. Must just buy some of those apps now! -
Thanks Taylor. I saw some of your suggestions too and am adding your Brain pop resource to my tool belt. I have seen this used in classrooms- very effective on smart boards especially for visual and kinaesthetic learners. I saw Brain pop used for a Unit on 'tall buildings'. The explanations, quiz, printout and games were a very engaging part of the lesson.
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PLN ideas - 2 views
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This is a website I came across on Terry Rees blog page http://terryrees.edublogs.org/ . She says one of the most important things for her is to develop a sustainable and quality Personal Learning Network (PLN) with other professionals with which she can share ideas, experiences, thoughts, and seek advice. If you are in need of resources and advice for starting a PLN this may help. Thanks Terry for putting me on to it. Hopefully others will find it useful too.
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What is TPACK? | Teaching Teachers for the Future - 10 views
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Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)
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Perhaps the core of what this course is trying to achieve - develop and bring together knowledge of subject material, good learning and technology
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I take it you mean the 'core of what this course is trying to achieve' :) and I agree.
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We are lucky to be learning how to integrate technology into our pedagogy NOW. If I had done a teaching degree when I first left school I would probably be a very different teacher. -
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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I love the first sentence. I would class an expert teacher as one who covers all PCK in a way that engages students' full attention.
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I love this first sentence too, it is so meaningful and fully grasps the importance of being a great teacher versus an ok teacher. -
Agreed, in addition I find the last part of the paragraph insightful. The expert teacher transforms subject content and makes it accessible to individual learners. The idea that the teacher uses their content knowledge and their pedagogic knowledge to integrate technology in such a manner that it transforms content so as to meet individual needs. I find this conceptual picture of an expert teacher very inspirational.
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Faeza, your comment about transforming content to meet individual needs struck a cord with me. Thanks.
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).
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Absolutely, this is the crux of what we should be doing as educators - not just trying to make it fun, but fulfil the curricula requirements in such a way that it is engaging and meets standards.
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I also think that this underpins exactly what we need to do as teacher, to be able to create engaging and interactive lessons that not only meet the criteria of the curricular but are interesting and useful for the students using methods that excite and engage.
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The last part of this statement,to me, means constructing knowledge by building on learning that has already taken place- using engaging and age appropriate tools. -
I find the idea of finding an appropriate tool for the task to be crucial. An appropriate tool will engage and enhance the learning experience, an inappropriate tool could lead to negative experiences and negative attitudes towards technology.
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Yes, this is exactly what educators today need to do! However, I think it's going to be a challenging one. It needs experiences and effort to make this happens in our teaching. -
I think the Possum Magic Video demonstrates a creative use of technology that makes learning engaging and fun for students and teachers!
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology)
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ICT is also transforming pedagogy by providing new ways to engage learners.
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I think this shows the importance of ICT in teacher and how all teachers should be looking and engaging in ways to integrate ICT into their teaching.
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To me, this suggests that while ICT continues to transform, the current teachers and up-coming teachers such as ourselves have to modify our teaching pedagogy to incorporate these ICT's to engage the students and get them excited to learn through integrating the 'new' technology devices -
ICT I feel it the way of the future, technology is always evolving and change and we must do the same. If this means changing the way in which we educate the students then that is what we must do. I am learning so many new things with this course and feel that Im beginging to learn new ways in which I can enrich the students learning. -
This is such a powerful statement and really cements the importance of integrating ICT's into our teaching and learning. It is the way forward for engaging students and enhancing their learning journeys -
Engaging learners in new ways, and ways that suit their individual needs, is the heart of what using ITCs to transform teaching and learning is all about.
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deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK
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hands-on learning
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new ways to access and process knowledge
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Expert teachers/deep knowledge of subject/understanding of what is good learning all sums up what this course and the past courses I have been involved with for the past three years have shown me however there is still alot to learn. -
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The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views
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Once this program has been implemented, how do we measure our success?
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How will you measure the success of any attempt you make when integrating ICTs into your teaching?
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Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience?
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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? -
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. -
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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”.
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This is the "technology tail" wagging the "education dog". Technology first, learning second.
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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. -
"Tail wagging the dog" is meant to indicate that it is the wrong way around. In theory education should come first.
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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.
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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?
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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?
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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.
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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.
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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.
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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.
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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.
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Teaching Teachers for the Future - 6 views
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This is a great website that I found, it is primarily set up for Pre-Service Teachers to help them build their ICTE (Information, Communication and Technology in Education) capabilities. It even has little packages that you can log into the site with your Scootle account and look at practical hints and tips on integrating ICTs into your lessons in English, History, Maths and Science. Easy to use and quite informative. Has a lot of information about TPACK too :) the packages come in three areas, early childhood, upper primary/lower secondary and years 9/10. There is even reflective video clips from Pre-Service Teachers that have used these packages.
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Following Sue Larkey, Autism advocate and John Pilger, International journalist - 1 views
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John Pilger tweeted that 'the new slavery is digital'. My comments on that and Sue Larkey's forum post.
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shared by Michelle Thompson on 18 Mar 13
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Gizmo's Freeware - 0 views
www.techsupportalert.com
EDC3100 resources FFF education digital citizenship sharing freeware software free sites
shared by Michelle Thompson on 18 Mar 13
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This site requires free registration and then sends only one email a day with the latest top picks on freeware. This is where I heard about Instagrok and others. It is well worth the time reading every day or so to build resources.
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TPACK | ~ Vinah's Blog ~ - 1 views
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Technological Pedagogical Content Knowledge , known for short as TPACK, is a framework used to understand and describe the kinds of knowledge needed by a Teacher for effective pedagogical practice in a technologically enhanced learning environment. The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman (1986) and TPACK builds on those core ideas through the inclusion of technology (Wikipedia, 2013).
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What are ICTs?: How you use ICTs is important - 3 views
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“while new digital technologies make a learning revolution possible, they certainly do not guarantee it” (Resnick, 2002 , p. 32).
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in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004)
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This relates back to the toolbelt theory - we need to be mindful of the purpose for which we are using ICTs and be open to new ways of doing things and new possibilities that ICTs might offer. -
Yes Fran I agree.. ICT's are fantastic tools within the classroom and can help with student engagement... but we must not forget the importance of tacticle objects and relating back to student context...
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technologies by themselves have little scaleable or sustained impact on learning in schools” (Honey, McMillan & Carrig, 1999 in Hayes, 2003, p. 3)
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valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
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This is a bit of a perpetual cycle. Technology itself doesn't guarantee an education revolution but it certainly is the driving force for needing one.
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MindRising 2016 - 2 views
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As an educator, I value the opportunities presented by MindRising 2016 for children and young people to mark the 1916 centenary in ways that promote their historical understanding, help them to connect the past and the present and support them in imagining the future. Whether they are drawing on the evidence to reconstruct past events and localities, investigating change over time or building on the present to imagine possible futures, MindRising offers rich opportunities for child-led and enquiry-based learning and, most importantly, gives voice to that learning though digital storytelling.
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Competition for Irish school children to use Minecraft to tell stories about Ireland's history and future.
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How to Inspire a New Generation of Writers Through Blogging | KQED Education | KQED - 1 views
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It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?
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Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem
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I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through S2S Blog Connect, and signed up to form partnerships with other teachers via Quadblogging.net.