Those studies about the wonders of handwriting all suffer from the same set of flaws, namely, a) that they don’t actually work with students who have been taught to use their laptops or devices for taking notes. That is, they all hand students devices and tell them to take notes in the same way they would in written form. In some cases those devices don’t have keyboards; in some cases they don’t provide software tools to use (there are some great ones, but doing it in say, Word, isn’t going to maximize the options digital spaces allow), in some cases the devices are not ones the students use themselves and with which they are comfortable. And b) the studies are almost always focused on learning in large lecture classes or classes in which the assessment of success is performance on a standardized (typically multiple-choice) test, not in the ways that many, many classes operate, and not a measure that many of us use in our own classes. And c) they don’t actually attempt to integrate the devices into the classes in question,
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On Not Banning Laptops in the Classroom - Techist: Teaching, Technology, History, & Inn... - 0 views
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I have plenty of conversations with students about how to take notes already. Most of the time their problem isn’t which device (pencil, laptop, phone, quill) they use to take those notes, but how to take them and how to use them to learn based on their own experiences, learning styles, and discipline
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While the post is focused on Universities, there are a number of interesting points. Perhaps of most interest is the explanation why much of the research claiming that taking notes by hand writing is better than using a laptop/table.
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Multiliterate Star Warians: The force of popular culture and ICT in early l...: EBSCOhost - 3 views
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The abstract for this sounds interesting Can popular culture and information communication technologies (ICT) broaden early years' multiliteracies experiences? This paper presents a case study that begins with boys role-playing Star Wars action scenes at the commencement of the school year, and concludes with an end-of-year school community celebration of a new DVD Star Wars movie sequel, designed and performed by the boys. The Children's Star Wars Project was developed in a small Western Australian independent community school committed to the Reggio Emilia educational philosophy. The case study provides an exemplar of the integral relationship between early childhood pedagogy, multiliteracies metalanguage, and multimodal designs of meaning. Implications for educational research are that popular culture and ICT can be readily integrated with early childhood education (ECE) to broaden multiliteracies experiences. As shown in this case study, these experiences facilitate the achievement of The Early Years Learning Framework for Australia outcomes.
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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. -
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. -
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 case against Smartboards - 3 views
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Good summary of arguments against IWBs in teaching. Also some good comments more broadly around the role of technology in learning and teaching.
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Learning How To Learn: Let's talk about LEARNING, not technology! - 1 views
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Slides from a 2013 presentation giving an overview of one perspective of the case for changing how we learning. Links with some of the ideas of PKM and reflection. Also has links to a couple of good YouTube videos and made me aware of the term "annotexting" and some other good ideas you might use in the classroom
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Using information and communication technologies to engage students in the later years ... - 3 views
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shared by Sarah Rixon on 06 Mar 14
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PKM and Reflection: Types of reflective writing - 1 views
usqstudydesk.usq.edu.au/...view.php
reflection types writing hatton and smith resources education sharing EDC3100
shared by Sarah Rixon on 06 Mar 14
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"Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware
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What is flipped classroom - The University of Queensland, Australia - 1 views
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Lectures don't work, but we keep using them | News | Times Higher Education - 4 views
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As learning gains are predicted by study hours, not by class hours, this argument would hold up only if lectures were good at increasing the former and they are not: indeed, the more lectures there are, the fewer learning hours each generates.
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There are alternatives to lecturing that have a much better record of generating learning hours, and some cost nothing. The only potential problem is that they may require more effort from students
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Short article covering some of the research about the limitations of lectures. For example, "For some educational goals, no alternative has ever been discovered that is less effective than lecturing, including, in some cases, no teaching at all" But also making the broader point that research has yet to effectively explore all of the possible applications of lectures. An example of evidence that can be used to guide pedagogical decision making.
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An interesting article particularly comments made on study hours. My thoughts are that some learners do gain the most out of independent study and / or reading information whereas others achieve most in class listening to lectures... I don't agree that there is a 'one size fits all' approach rather that teaching should be delivered in multiple ways so as to meet the learning needs of a diverse student cohort.
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What are ICTs?: A Queensland View - 10 views
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technologies that are used for accessing, gathering, manipulating and presenting or communicating information
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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?
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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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http://jte.sagepub.com/content/40/5/24.full.pdf - 2 views
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This article is about Pedagogical Content Knowledge for Secondary English teachers and refers to case studies of beginning English teachers.
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shared by emmad1810 on 02 Aug 16
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Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Con... - 1 views
jte.sagepub.com/...260.abstract
history students edc3100 resources Education knowledge content learning
shared by emmad1810 on 02 Aug 16
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Given students' preconceptions of history as fixed information, cultivating students' interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice history teachers construct tasks that demand students' interpretive and evidence-based thinking and attend to such thinking in their field placements while being taught to do so in their methods courses. Analysis of methods course assignments, student teaching observations, and assessments of candidates' disciplinary knowledge led to the construction of three cases of novice teachers' efforts to teach these ways of thinking to their students. The one novice who attended to her students' interpretive and evidentiary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations and gave general prompts to provide evidence in support of students' conclusions. This study highlights the role of preservice teachers' disciplinary understanding and pedagogical content knowledge in developing students' interpretive and evidentiary thinking in history classrooms.
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Pedagogical content knowledge, A case study of ESL teacher educator - 1 views
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This is a great resource to just read about the implementation of PCK in teacher. It goes through a research project a student conducted about he importance of teachers having PCK before starting teaching and how teachers need experience to implement their own teaching pedagogy into the classroom. I just found the research interesting and encourages me to really focus on my own teaching pedagogy.
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The Overselling of Ed Tech - Alfie Kohn - 2 views
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y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it
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'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..
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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
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Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
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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
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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?”
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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
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Some people seem to be drawn to technology for its own sake — because it’s cool
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Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
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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
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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
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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".
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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.
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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.
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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.
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Media Centre | ACER - 0 views
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This ACER article describes the benefits to students of strong school-community collaborations. How might ICT be used to enhance school-community collaborations?
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EDC3100_2012_1: The weekly ramble (Who are you?) - 0 views
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Feedback from at least one student suggests that this quiz is very repetitive (confirming my original opinion). In that case, feel free not to do this quiz...just look at the reading that follows
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It's a fairly repetitive quiz but based on good science.
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Student feedback confirms this as being very repetitive...you can avoid doing it if you like. Just go onto the reading below
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Queenslander Trevor Head sends cash through the mail to buy something online from Kogan... - 1 views
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I read this article today and it made me think about the 'older' generations and how they cope with the new technology. It isn't going to be long and we'll become the 'older' generation. How long until we are overwhelmed with a variety of 'new' technologies we can't cope and just go back to our 'old' ways, in this case sending a letter. I'm sure some children have never sent a letter through the post office!! I also love the offer of the CEO to help teach the gentleman how to use online shopping!! -
Fair comment about the letter at the post office, but according to my own kids "the post office is where you pick up stuff from ebay" so I guess the concept is still there just the context has changed. -
Unfortunately are lot of teachers are "the older generation" as far as classroom practices are concerned. Often using technology means booking a computer labs to allow students to type their assignments (so they can read their hand writing); allowing students to email completed work instead of handing in paper copies or using a data projector to show the class a power point presentation.
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A Magazine Is an iPad That Does Not Work.m4v - YouTube - 2 views
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"A Magazine Is an iPad That Does Not Work.m4v" wow I have never seen anything like this before.. It looks like she has become so accustomed to using an iPad that she doesn't know/forgets how to flick through a magazine. What are your thoughts on this?
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For me - as I think you can probably guess from how I used it - this talks to me about how technology becomes mythic. This child's schemas are such that she assumes everything has a touch interface. While she's currently wrong, it may not be that long before that is the case. From there lots of implications and questions flow.
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PRE-SERVICE TEACHERS AND TECHNOLOGY: GENDER, TECHNOLOGY EXPERIENCE, BELIEFS AND PREDISP... - 0 views
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This aligns with the necessity for courses such as EDC3100, as it ensures more active engagement with technology
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In this case, increasing theinteraction possibilities of pre-service teachers with computer based technologies can be put forwardas a proposal that may decrease the technophobia risk in the long term.