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.
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”.
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.
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.
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?
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?
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.
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.
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.
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.
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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