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This is what I want my learners to be-connected! I want them to be creators,publishers,movie makers,editors,journalists..... I want them to feel engaged,excited,creative,enthusiastic,successful,

ePals Global Community where learners connect

Good discussion about game-based learning and what it is (and not). For the early childhood folk, makes a strong connection between GBL and play-based learning.

You share a common goal - guiding your students toward learning success - so why not share the time-saving resources that get you there? BoardmakerShare lets you share thousands of ready-made Boardmaker activities and connect with the people who use them.

An article describing a project aiming to build a $30 spectrometer that can be connected to an ipad/iphone to allow anyone analyse the components of materials.  Imagine having your students use one of these to analyse the contents of tap water, tank water and beyond.

The difference in the perceptions of "struggles" connects nicely with the struggle many people have with ICTs and the first weeks of this course. Especially the point about how you perceive your struggles.

Geocaching - a great way to promote new learning connected to prior knowledge, allows for collaboration and authentic learning.

A MOOC running in March intended to provide an introduction to Digital Technologies as part of the new Australian Curriculum learning area. Not directly connected to ICTs and Pedagogy, but a close relation.

What learning area/year level you think you might use this. Year 2 - Learning measurement and doing comparing length What it is you like about the flipchart. - its visual, interactive and will provide the students with realworld connections. Any problems you think it might have. - It would be great if it had a measuring tool, ruler or tape measure attached to take it one step further

Article on 9 elements of digital citizenship. Interesting read after the Connect.ed modules.

One possible approach to the problem of students using phones in class. Not such a great fan of it and then one of the comments offers the solution that I imagine quite a few students adopting "I'd just put it on an old phone connected to wifi and stick it in my bag. BOOM 24/7 locked phone"

A free course from Stanford University focused on how to learn mathematics as a student. The ICT connection is how they use ICTs to teach this Massive Online Open Course (MOOC). But beyond this, the course might be useful for those of you slightly phobic of maths and beyond that I'm sure there will be some interesting pedagogical suggestions you could pick up for your own teaching.

NEW!! Primary connections science Interactive Teaching Resources! I'm excited!!

connecting with international students, while maintaining conversation and interaction

Article re: the value of confusion on the part of learners to enhance learning. One of the learning paths mention the work of this person in connection with the Khan Academy videos that don't follow this approach (typically)

Talks about the origin of an idea of a "reading" club that uses Twitter, rather than physical proximity as the connection. i.e. get a group of people to read the same article at the same time and use twitter to share their insights. And the idea of including the author. Wonder how this might apply to reading/literacy in a school setting?

"Created by teachers, for teachers, Promethean Planet is a unique teaching, sharing and support community-your place to connect, create, and change the classroom!"

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."