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Assessment: Assignment 1 - 29 views

usqstudydesk.usq.edu.au/...view.php
shared by Holly Hawkings on 03 Mar 13 - No Cached
  • Average length of blog posts at least 100 words.
    • djplaner
      djplaner on 03 Mar 13
       
      Average length = total length of all your blog posts for the 3 weeks / by the number of blog posts e.g. if you made 9 blog posts with a total word length of 1800 words. Then your average word length is     Avge = 1800 / 9     Avge = 200 200 is greater than 100, so this criteria is met.
    • djplaner
      djplaner on 03 Mar 13
       
      There is no maximum word limit for your posts.  The length stated here is the minimum expected. Feel free to reflect and share as much as you like via your blog.
  • 60% or more of the blog posts contain links to online resources
    • djplaner
      djplaner on 03 Mar 13
       
      If you've made 12 posts for weeks 1, 2 and 3.  Then 60% of 12 is            12 * .6 = 7.2 This means at least 7 of the 12 posts you made would be expected to include links to online resources. NOTE: we'll always round down (i.e. if 60% == 7.2, we'll round that down to 7, not up to 8 posts)
  • More than two posts contain links to posts from other EDC3100 students.
    • djplaner
      djplaner on 03 Mar 13
       
      Let's assume you've posted 10 posts for weeks 1, 2 and 3. At least 2 of those posts should contain a link to a post of another EDC3100 student blog. The assumption is that you will also use that link as a basis for commenting on the other student's ideas.
    • Nicole Hargreaves
      Nicole Hargreaves on 04 Mar 13
       
      So I did post on my blog last week and linked to some resources but didn't link to any other students. That is fine as long as I make it up in week 2 and 3, right?
    • djplaner
      djplaner on 04 Mar 13
       
      Yes.
  • ...13 more annotations...
  • Spelling, grammar and vocabulary of a satisfactory standard with few errors.
    • djplaner
      djplaner on 04 Mar 13
       
      If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
  • he artefact is either too large or too small.
    • djplaner
      djplaner on 04 Mar 13
       
      Maximum size is defined above. The minimum might be as short as 2 minutes, but you still have to provide sufficient information to meet the requirements of the Argument criterion below.
  • All resources appropriately attributed.
    • djplaner
      djplaner on 04 Mar 13
       
      If you are using someone else's videos, audio etc. you must make sure that you are legally allowed to use the resource and you must attribute it appropriately.
  • All three components are present and effectively integrated and aligned
    • djplaner
      djplaner on 04 Mar 13
       
      Your artefact should include - context, reasons and examples (see above for more detail) - there is no constraint on structure or location, but these should be readily recognisable.
  • There is significant misalignment between the three components.
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
  • The reasons are supported through effective use of models, theories and literature (both academic and professional).
    • djplaner
      djplaner on 04 Mar 13
       
      Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
  • Examples of ICT integration are used to illustrate the reasons, but with some limitations
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. the example only illustrates one aspect of a reason, or it isn't entirely clear what support the example provides for the reason.
  • 30-60% of the blog posts contain links to online resources.
    • djplaner
      djplaner on 05 Mar 13
       
      The links also have to be within the blog posts and not in your blog roll. The automated system only sees your blog posts, not your blog roll. As a rule of them, the reader of your post has to be able to access/use the resource from your post. i.e. a reference isn't enough.  It has to be a link that they can click on. The standard expectation is that the content of your blog post will contain links to other resources. This following blog post  http://davidtjones.wordpress.com/2013/03/04/how-are-they-going/
  • Exceptional standard
    • djplaner
      djplaner on 05 Mar 13
       
      An exceptional artefact will be an online resource that has been implemented without any errors, makes effective - even innovative - use of the online environment to capture the attention of the viewer/reader and show them a logically structured, well supported and illustrated set of reasons for using ICTs in **your** teaching. Emphasis on **your** teaching, not mine, not some textbooks, but yours.
  • At least 2 blog posts each week.
    • djplaner
      djplaner on 07 Mar 13
       
      If you got off to a slow start (i.e. didn't post much to your blog in week 1 of semester), don't worry.  As long as you start posting regularly by the end of week 2 (or so) and reach an appropriate total (e.g. 3 weeks by 3 posts = 9 posts). Then you will get the appropriate mark. As semester progresses, however, there will be an expectation that posts will come more regularly. Also, if you write 9 posts 5 minutes before the end of week 3, some questions may be asked.
  • Use contextually appropriate example(s) to illustrate those reasons.
    • djplaner
      djplaner on 07 Mar 13
       
      This thread on the discussion forum provides some more explanation of where/how you might find examples of ICT use that are linked to your context.
    • djplaner
      djplaner on 09 Mar 13
       
      You should not be creating these examples. The examples should be existing examples you have found during this course or in previous courses. The examples should be as close to the context you are talking about and they should illustrate how the reasons you've provided can be fulfilled.
  • Clearly describe your teaching context.
    • djplaner
      djplaner on 09 Mar 13
       
      If you don't know what your context is going to be. Make it up. Try to make it as realistic as possible, as close as possible to your likely Professional Experience placement for this course as possible. You may want to use a prior Professional Experience context, that's fine.
    • Holly Hawkings
      Holly Hawkings on 11 Mar 13
       
      Hi, I was just wondering where we find this or when it will become available? Thanks, Holly 
  • Kellie Quirk on 10 Mar 13
     
    Thnaks for clarifying David. Is it expected that we end up with some comments on our own blogs? I have posted the link to my blog in the forum but havent had any comments yet :(
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Assignment 1 - 4 views

padlet.com/1o8q14m42x assignment
shared by Stephen Druery on 08 Mar 14 - No Cached
  • rtefac
    • Stephen Druery
      Stephen Druery on 08 Mar 14
       
      I have not forgotten my Journal. It is a work in progress.
    • Stephen Druery
      Stephen Druery on 08 Mar 14
       
      That should read Artefact at the top.
  • explained directly to your description of the teaching context
  • reasons for using ICTs to enhance students' learning within that context.
  • ...12 more annotations...
  • resources
  • nature of the students
  • site's pedagogical framework or approach
  • relevant curriculum
  • be drawn from a context very similar to your teaching context
  • supported by or draw upon established research
  • explain this in layman's terms
  • Each reason should also be illustrated with an example of how another educator has already used ICTs to achieve the stated benefit.
  • be illustrated with an example of how another educator has already used ICTs to achieve the stated benefit.
  • should be drawn from a context very similar to your teaching context
  • Clearly describe
  • no more than the equivalent of 1000 words or 7 minutes speaking time.
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The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views

where2now.wordpress.com/...the-tail-wagging-the-dog-again
shared by Tanya Little on 14 Mar 13 - No Cached
  • Once this program has been implemented, how do we measure our success?
    • djplaner
      djplaner on 14 Mar 13
       
      How will you measure the success of any attempt you make when integrating ICTs into your teaching?
    • Faeza ms
      Faeza ms on 18 Mar 13
       
      Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      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?
    • Brooke Clark
      Brooke Clark on 20 Mar 13
       
      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.
    • Sue Day
      Sue Day on 20 Mar 13
       
      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”.
    • djplaner
      djplaner on 14 Mar 13
       
      This is the "technology tail" wagging the "education dog".  Technology first, learning second.
    • Teresa Morgan
      Teresa Morgan on 02 Apr 13
       
      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.
    • djplaner
      djplaner on 02 Apr 13
       
      "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.
  • ...2 more annotations...
  • 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?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      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?
    • sarah wittman
      sarah wittman on 22 Mar 13
       
      hear hear for the last highlight in this article
  • djplaner on 14 Mar 13
     
    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.
  • ...2 more comments...
  • Matthew Clarke on 19 Mar 13
     
    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.
  • Brooke Clark on 20 Mar 13
     
    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.
  • Sue Day on 20 Mar 13
     
    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.
  • Teresa Morgan on 02 Apr 13
     
    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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The Infographic: Is there a Place in Higher Education? - EdITLib Digital Library - 0 views

www.editlib.org/148882 example infographic
shared by djplaner on 11 May 15 - No Cached
  • djplaner on 11 May 15
     
    Academic paper that explains what an infographic is and how it can be of benefit to learning and teaching. The context focused on is higher ed, however, much of it applies to other educational contexts.

Week 10: Using ICTs in assessment or HPE context. - 11 views

started by Rachel Frohloff on 01 May 13 no follow-up yet
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What is TPACK? | Teaching Teachers for the Future - 10 views

www.ttf.edu.au/...what-is-tpack.html TPACK teaching education
shared by Anna Murphy on 07 Mar 13 - No Cached
  • Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)
    • djplaner
      djplaner on 07 Mar 13
       
      Perhaps the core of what this course is trying to achieve - develop and bring together knowledge of subject material, good learning and technology
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      I take it you mean the 'core of what this course is trying to achieve' :) and I agree.
    • anonymous
      anonymous on 13 Mar 13
       
      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.
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      This statement links TPACK nicely for me.  
  • 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.
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      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.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      I love this first sentence too, it is so meaningful and fully grasps the importance of being a great teacher versus an ok teacher. 
    • Faeza ms
      Faeza ms on 13 Mar 13
       
      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.
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      Faeza, your comment about transforming content to meet individual needs struck a cord with me.  Thanks.
  • 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.
  • ...6 more annotations...
  • 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).
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      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.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      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. 
    • Sue Day
      Sue Day on 12 Mar 13
       
      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.
    • Faeza ms
      Faeza ms on 13 Mar 13
       
      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.
    • Vicky Heng
      Vicky Heng on 17 Mar 13
       
      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. 
    • Michelle Brown
      Michelle Brown on 03 Apr 14
       
      I think the Possum Magic Video demonstrates a creative use of technology that makes learning engaging and fun for students and teachers!
  • 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)
  • ICT is also transforming pedagogy by providing new ways to engage learners.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      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.
    • Candace Merriman
      Candace Merriman on 11 Mar 13
       
      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
    • Amanda Stokes
      Amanda Stokes on 13 Mar 13
       
      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.
    • Kellie Quirk
      Kellie Quirk on 14 Mar 13
       
      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
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      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.
    • Margaret Johnson
      Margaret Johnson on 07 Apr 14
       
      it has transformed pedagogy by enabling learning to be inclusive
  • 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
  • hands-on learning
  • new ways to access and process knowledge
  • djplaner on 07 Mar 13
     
    Brief intro to TPACK that will be included in the week 3 material
  • ...1 more comment...
  • Aaron Nganeko on 11 Mar 13
     
    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.
  • anonymous on 13 Mar 13
     
    Brief intro to TPACK that will be included in the week 3 material
  • Anna Murphy on 15 Apr 14
     
    "WHAT IS TPACK? Technological Pedagogical Content Knowledge (TPACK)"
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ScienceDirect.com - Computers & Education - Epistemic frames for epistemic games - 0 views

www.sciencedirect.com.ezproxy.usq.edu.au/...S0360131505001582 interactive games epistemic Shaffer computers education transfer knowledge EDC3100
shared by Kate Petty on 13 Mar 13 - No Cached
  • Kate Petty on 13 Mar 13
     
    How interactive games and learning conversations may transfer knowledge from one context to another.
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How to Teach Digital Citizenship in 2nd Grade « Ask a Tech Teacher - 0 views

askatechteacher.wordpress.com/...gital-citizenship-in-2nd-grade digital citizenship digitalcitizenship
shared by djplaner on 17 Oct 12 - No Cached
  • djplaner on 17 Oct 12
     
    A very high level overview.  It's not that engaging or interesting and remains focused on safety without extending into how to contribute to society, but has some useful resource links.  Including similar suggestions for kindegarten and year 2 (US context)
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Assessment - Aussie Educator - 0 views

www.aussieeducator.org.au/...assessment.html assessment
shared by djplaner on 17 Oct 12 - No Cached
  • djplaner on 17 Oct 12
     
    Collection of resources around assessment for an Australian context
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The Teacher's Guide To Copyright And Fair Use | Edudemic - 2 views

www.edudemic.com/...guide-to-copyright copyright fairuse
shared by djplaner on 01 Aug 13 - No Cached
  • djplaner on 01 Aug 13
     
    Poster with some guidelines on copyright and fair use. Made for the USA context so specifics are probably not exactly the same as in Australia or elsewhere.
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Top 10 Evidence Based Teaching Strategies - 10 views

www.pinnacle.org.au/ence-based-teaching-strategies pk teachingStrategies
shared by djplaner on 29 Mar 15 - No Cached
  • djplaner on 29 Mar 15
     
    A list of teaching strategies backed by evidence/research indicating success. There is a significant debate about the nature of "evidence" in these contexts, but still a useful list.
  • jasminhenery on 23 Mar 16
     
    This is an excellent article. It's nice to have a summarized list so that when we are planning our units we can be reminded of all the considerations we need to take.
  • jasminhenery on 27 Mar 16
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Dan Meyer on Twitter: "You're about to plan a lesson on concept [x] and you'd like stud... - 4 views

twitter.com/...568549648396214272 design unitplan lessonplan backwardsdesign bigquestions
shared by djplaner on 20 Feb 15 - No Cached
  • djplaner on 20 Feb 15
     
    Asked in the context of mathematics, bu the question (and many of the answers) apply to all teaching.
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Planning for assignment two – Jodie Howard - 1 views

wp.me/p7hifs-1j draftUoW year2 History
shared by jodielhoward on 26 Mar 16 - No Cached
  • jodielhoward on 26 Mar 16
     
    Although not necessary, it has been suggested that the context for assignment two is relevant to the upcoming professional experience placement. Thankfully, I already know where I am going and whic…
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The Effects of Whiteboard Animations on Retention and Subjective Experiences when Learn... - 1 views

www.sciencedirect.com/...S0360131516300550 research reasons animation whiteboardanimation
shared by djplaner on 17 Mar 16 - No Cached
  • we found that whiteboard animations have a positive effect on retention, engagement and enjoyment, although we do not rule out the possibility that some of this result is due to novelty
  • While animations have a long history in the realm of education, and there is a plethora of research on instructional animations, attempts to measure their impact on educational outcomes have been inconclusive and often contradictory (Betrancourt, 2005)
  • For practical applications, however, the relevant question is not whether animations affect learning, but rather when and how animation affects learning ( Höffler & Leutner, 2007; Mayer & Moreno, 2002)
  • ...3 more annotations...
  • Thus, the goal of this study is to investigate the relative effectiveness of whiteboard animations on retention and subjective experiences of enjoyment, engagement, attention and challenge compared to more common and less costly instructional materials
  • Overall, we found significant positive effects of the use of whiteboard animation in conveying physics lessons
  • While encouraging, these findings suffer from some shortcomings: the lessons are all in one topic area, and the narration is, from the outset, conceived with animation accompaniment in mind, which may unfairly represent the other formats. This is a general enigma of media comparison studies; if you use the same material in all contexts, it may skew in favor of the context for which it was originally designed. If you don’t use the same material you cannot guarantee uniformity of experience.
  • djplaner on 17 Mar 16
     
    Empirical research into the effectiveness of "whiteboard animation" (Google that term to find out what it is). An example of empirical resarch.
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Technology In Early Childhood - 6 views

technologyinearlychildhood.com/reflections teachers technology early childhood
shared by nadynem on 02 Aug 14 - No Cached
  • nadynem on 02 Aug 14
     
    This Assistant Teacher works in Kindergarten and is always on the look out for ways to integrate ICT into the children's learning and the kindergarten curriculum. I'm really looking forward to reading through her past and future blog posts, in the hope of getting some inspiration and ideas on how I can use ICT in the early childhood context. I hope this will also help other early childhood students in edc3100.
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ICTs in English - 11 views

www.englishteacher.com.au/...ICTsinEnglish.aspx Research ICT english pedagogy
shared by mindofmrsbarrett on 23 Mar 15 - No Cached
abinyon liked it
    • Alana Cullen
      Alana Cullen on 23 Mar 15
       
      So important to make new learnings authentic!
    • joydiigoedc3100
      joydiigoedc3100 on 01 Mar 17
       
      The use of ICT will help teachers and make learning more efficient .
    • melmca79
      melmca79 on 02 Mar 17
       
      Equity issues need to be addressed though
  • Avoiding the ICT trapStudents encounter ICT in many areas of their lives and it is essential that we provide them with opportunities to explore the technology and encourage them to use it as a learning tool. However it is important that teachers avoid the trap of using technology for the sake of it, or in order to check the technology box on their faculty registration sheet, or as an add-on to a lesson.
  • Literacy in Information and Communication Technologies (ICT) is fundamental to life in our modern technological society. To equip students to be literate life long learners and global citizens of the 21st century we must successfully integrate ICT into both the English curriculum and English pedagogical practice.ICT is a valuable tool to enhance teaching and learning. For teachers ICT is a professional resource, a mode of classroom delivery, and a source of valid and valuable text types. For students, ICT provides opportunities to communicate more effectively and to develop literacy skills including skills in critical literacy. It is a valuable tool for researching, composing and responding, and viewing and representing in English.
    • joydiigoedc3100
      joydiigoedc3100 on 01 Mar 17
       
      The use of ICT in our schools, is a great way to engage children that are disengaged from learning in the classroom
    • mindofmrsbarrett
      mindofmrsbarrett on 02 Mar 17
       
      I agree, there are many children that find the ability to engage with subject content when it is delivered in innovative ways. This can also be a way of distracting students from learning, taking students away from composing written pieces and being distracted by the aesthetics of presentation mode.
  • ...2 more annotations...
    • melmca79
      melmca79 on 02 Mar 17
       
      Week 1 EDC3100
  • What the research tells usResearch indicates that to implement ICT successfully in their classrooms teachers must ...understand what visual literacy is and rethink what learning to read and write means in the 21st century. (Goodwyn et al 1997; Reid et al, 2002) The research also indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work (Dickinson, 1998). English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. (Becta, 2006). ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology. For example:while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. (Lewisham ICT Training for Teachers,2006)To implement ICT successfully in their classrooms teachers also need to:identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999)understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005)
  • ingridedc3100 on 03 Mar 17
     
    I am starting to understand how ICTs can be and powerful tool in the classroom after having a mostly negative perception of ICTs in classrooms. It's important for educators to demonstrate and model to students how ICTs can be used to build/ share knowledge and understanding - being used in smart ways.
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Athena Digital Wish girl happy | Flickr - Photo Sharing! - 4 views

www.flickr.com/...6151880114 learningNow
shared by Emma Williams on 22 Mar 12 - No Cached
  • Emma Williams on 22 Mar 12
     
    I have witnessed many children (in the primary context) completing their school work with the use of computers. ICT plays a very important role in the classroom.
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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 - No Cached
  • Sarah Rixon on 06 Mar 14
     
    "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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Teacher's Take-Out - 0 views

teacherstakeout.blogspot.co.uk resources education
shared by katrina carpenter on 07 Mar 14 - No Cached
  • katrina carpenter on 07 Mar 14
     
    this is american so some of the resources here are not transferable to an Australian context. Most of the thins are variable at a cost but it might stimulate some ideas if your not keen to fork out the cash
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Special Ed Resource Room | TeachHUB - 1 views

www.teachhub.com/3162 teachers special education resource
shared by Sharna Cauchi on 20 Mar 14 - No Cached
  • Sharna Cauchi on 20 Mar 14
     
    A useful site with resources and ideas for teaching in the Special Needs context.
  • Stella Leotta on 24 Mar 14
     
    A large number of hands on activities - great learning ideas for individuals with special needs.
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