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Gen Sly

The role of reflection and mentoring in ICT - 1 views

epubs.scu.edu.au/...viewcontent.cgi

EDC3100 FFF education

shared by Gen Sly on 12 Mar 13 - No Cached
  • Gen Sly on 12 Mar 13
     
    My favourite line from the journal article: The metacognitive approach to ICT learning, which was developed initially as an approach to pre-service teacher education (Phelps & Ellis, 2002a, 2002b, 2002c), is founded on the premise that adoption and integration of ICT by teachers is influenced by their attitudes, beliefs, motivation, confidence and learning strategies (Higgins & Mosley, 2001; Rudd, 2001).
Noel Kibai

Bloomin' Apps - 2 views

www.schrockguide.net/bloomin-apps.html

shared by Noel Kibai on 14 Mar 13 - No Cached
  • Katie Reed on 14 Mar 13
     
    Apps for the Classroom
  • Noel Kibai on 24 Apr 14
     
    Kathy Schrock is an Educational Technologist and has provided professional development workshops, online graduate courses and online webinars for schools, districts, and organizations in all areas of educational technology. This site has plethora of recommendations for Apps both students and teachers can use which coordinate nicely with Bloom's Digital Taxonomy.
Faeza ms

The 8 Elements Project-Based Learning Must Have - Edudemic - 0 views

edudemic.com/...elements-project-based

education FFF

shared by Faeza ms on 28 Mar 13 - No Cached
  • Faeza ms on 28 Mar 13
     
    If you're contemplating using Project-Based Learning or are already trying out the latest craze to hit the modern classroom, you should know about this checklist. It details if you're actually doing it correctly. For example, does your project focus on significant content, develop 21st century skills, and engage students in in-depth inquirty (just to name a few)?
K Lobegeiger

Preparing for Prac! | ictinearlyprimaryeducation - 0 views

misskmlobegeiger.edublogs.org/...preparing-for-prac

shared by K Lobegeiger on 26 Apr 13 - No Cached
  • K Lobegeiger on 26 Apr 13
     
    For my professional development I am attending a little rural school with a total of 29 students. I rang the school and booked an appointment to meet the principal, the teacher (my mentor) and the students that I would be interacting with.
Michelle Thompson

Teachers Pay Teachers - 1 views

www.teacherspayteachers.com

EDC3100 resources FFF education gathering timesaving handson worksheets activities

shared by Michelle Thompson on 30 Sep 12 - Cached
Amber Nottage liked it
  • djplaner on 30 Sep 12
     
    An online market place of resources created by teachers. Interesting approach given the availability of free online resources
  • Michelle Thompson on 11 Mar 13
     
    This site was developed for teachers who make resources and sell direct to other teachers. You can download 1000s of free resources, but also buy at reasonable prices. Great for your toolbelt.
  • Amber Nottage on 22 Apr 14
     
    Amazing, my mum just emailed this link to me and I was about to put it on diigo. Glad to see it already made it here :) Lots of free resources and ideas.
Elke Arndell

Self-authored e-books: Expanding young children's literacy experiences and skills (full... - 2 views

www.earlychildhoodaustralia.org.au/...cy-experiences-and-skills.html

Early Childhoo

shared by Elke Arndell on 22 Mar 14 - No Cached
  • PowerPoint is ideal for helping young children to make basic self-authored e-books.
  • helping early childhood professionals to engage young children in new literacy and language experiences.
  • multi-literacies, that self-authored books present an opportunity for early childhood professionals to develop a partnership between ICT and reading.
  • ...16 more annotations...
  • By helping children self-author and produce e-books, early childhood professionals can make the use of computers more interactive and personal.
  • PowerPoint is ideal for helping young children to make basic self-authored e-books.
  • information and communication technology (ICT) is being viewed as another tool for early childhood professionals and children to use in this domain of learning in a way that can complement the more traditional provision of literacy experiences (Hills, 2010; Parett, Quesenberry & Blum, 2010; Marks, 2007; Siraj-Blatchford & Siraj-Blatchford, 2003).
  • Brown and Murray (2006) put it, children need to be able to use ICT so that they are adequately prepared for the future
    • Elke Arndell
      Elke Arndell on 22 Mar 14
       
      This can be included in play-based, co-constructed classrooms by incorporating the internet, digital camera, iPad. Communication can be a simple as a menu of pictures, looking at a picture to create a mask or sea creature, to photograph a collage item and add the photo to a construction book.
  • Western society has invested print-based media with significant authority, but notions about literacy are changing. As society and technology evolve, there is a shift to an acceptance of digital forms of literacy (Jewitt & Kress, 2003). Increasingly, young children are exposed to communication tools and circumstances that are multimodal instead of solely linguistic (Hill, 2007
  • ICT as a tool for enriching the teaching and learning environment for young children.
  • They explain a mode as a ‘regularised organised set of resources for meaning-making, including image, gaze, gesture, movement, music, speech and sound effect’ (p. 2).
  • Text now refers to multiple forms of communication including information on a digital screen, video, film and other media, oral speech, television, and works of art as well as print materials. Electronic texts in particular have become part of children’s everyday lives to the extent that before they commence school, a growing number of children have more experience with electronic texts than they do with books. It is important to recognise that print is now only one of several media which transmit messages in our culture (p. 156).
  • The reading of texts has traditionally focused on decoding–encoding print’s alphabetic codes. Texts children read today, however, might be a mixture of images and print, and the delivery might be interactive with mobile forms rather than just print fixed on a page (Walsh, 2008).
  • These multi-media forms of literacy include traditional forms of print and numbers, but also hypertext, symbols, photographs, animations, movies, DVDs, video, CD-ROMs and website environments (Luke, 1999; Walsh, 2008).
  • Belonging, Being and Becoming: The Early Years Learning Framework. In particular, Outcome 5: Children are effective communicators, has a section on how they can use ICTs to access information, explore ideas and represent their thinking (Australian Government Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments, 2009).
    • Elke Arndell
      Elke Arndell on 22 Mar 14
       
      Families and parents are still a child first teacher. Teachers acknowledge and respect that each child comes to a centre with varying degrees of prior knowledge.
  • Young children may have access to certain technologies as they were already present in their homes but this did not always mean that they were allowed and/or able to use these. O’Hara’s findings support the arguments made by Marsh (2004), Smith (2005) and others that young children already have an understanding of ICT knowledge and competences when they enter formal schooling as a consequence of differing levels of parental intervention and modelling along with being able to acquire their own new information, abilities and attitudes.
  • that to read and create multimodal texts, children do need to be able to combine traditional literacy practices with the comprehension, design and manipulation of various ‘modes of image, graphics, sound and movement with text’ (p. 108).
  • Walsh (2008) and Healy (2000), we are not suggesting abandoning practices centred on the traditions of print literacy but instead propose early childhood professionals include a range of texts for young children that expand beyond the current print traditions. Self-authored e-books are one way to accomplish this, as they can create a partnership between ICT and reading.
  • Elke Arndell on 22 Mar 14
     
    Self authored e-books
  • Elke Arndell on 22 Mar 14
     
    Self authored e-books
anonymous

Other alternatives to scratch EDX4130 - 2 views

The other alternatives to scratch that I looked at was Gamemake studio, Hackety Hack and Wideo.co (Found this through my curated project). The Gamemake studio program is very much like scratch. The...

technology

started by anonymous on 04 Jun 13 no follow-up yet
jac19701212

Woolley (2014) Developing Literacy in the Primary Classroom - 0 views

reader.eblib.com.au.ezproxy.usq.edu.au/...Reader.aspx

EDC3100A2 EDC3100 references ICT in the classroom

shared by jac19701212 on 11 May 16 - No Cached
  • jac19701212 on 11 May 16
     
    Chapter 8 - Information texts, inquiry and ICT
anonymous

MAY INTERACTIVE FLIPCHART CALENDAR - TeachersPayTeachers.com - 6 views

www.teacherspayteachers.com/...tive-Flipchart-Calendar-222952

#iwb #flipchart interactive calendar edc3100

shared by anonymous on 12 May 14 - No Cached
  • Maria Kaffatou on 12 May 14
     
    Interactive calendar for the Early Years students found in: http://www.teacherspayteachers.com/Product/May-Interactive-Flipchart-Calendar-222952 * What learning area/year level you think you might use this. This can be used in kindergarten and the first years of primary school. It promotes language development (learning the names and the written form of the days of the week) and number recognition. * What it is you like about the flipchart. It is interactive and allows the children to take over, giving them ownership of their own learning. * Any problems you think it might have. Prior to downloading this, it requires a relevant application to be installed.
jac19701212

NARST: Publications - Research Matters - to the Science Teacher - 2 views

www.narst.org/...pck.cfm

PCK ICT3100

shared by jac19701212 on 03 Apr 15 - No Cached
  • Pedagogical content knowledge is a form of knowledge that makes
  • how that knowledge is organized and used
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Pedagogical content knowlegde - a form of knowledge that makes teachers teachers rather than being experts in their field - the difference is in the how subject matter knowledge is organised and used --> the teacher's knowledge of a subject is organised form a teaching perspective and is used as a basis to help students understand specific concepts.
  • ...15 more annotations...
  • teacher's knowledge of science is organized from a teaching perspective and is used as a basis for helping students to understand specific concepts.
  • experienced
  • teachers teachers
  • a model of pedagogical content knowledge that results from an integration of four major components, two of which are subject matter knowledge and pedagogical knowledge. The other two other components of teacher knowledge also differentiate teachers from subject matter experts
  • One component is teachers' knowledge of students' abilities and learning strategies, ages and developmental levels, attitudes, motivations, and prior knowledge of the concepts to be taught.
  • The other component of teacher knowledge that contributes to pedagogical content knowledge is teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Model of pedagogical content knowledge that results from 4 major components - (1) subject matter, (2) pedagogical knowledge, (3) teachers' knowledge of students' abilities and learning strategies, and (4) teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
  • pedagogical content knowledge is highly specific to the concepts being taught, is much more
  • than just subject matter knowledge alone, and develops over time as a result of teaching experience.
  • What is unique about the teaching process is that it requires teachers to "transform" their subject matter knowledge for the purpose of teaching
  • why they teach specific ideas the way they do.
  • This is pedagogical content knowledge
  • Start discussions with other teachers about teaching.
  • Exchange strategies for teaching difficult concepts or dealing with specific types of students.
  • peer coaching
  • sarah1617 on 03 Apr 15
     
    Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments by Kathryn F. Cochran, University of Northern Colorado "Those who can, do. Those who understand, teach." (Shulman, 1986, p.
jac19701212

Simon Haughton's website: ICT Lesson Plans and Ideas - 4 views

www.simonhaughton.co.uk/ict-lessons

EDC3100 ICT lesson plans ICT in the classroom pic collage resources

shared by jac19701212 on 25 Apr 16 - No Cached
  • how much freedom I was going to give the children
  • limited selection of task descriptions
  • Do not allow the project work replace discrete skills lessons
  • ...5 more annotations...
  • provide the children with effective adult support
  • who decides when a project is completed to a good standard
  • meaningful contexts
  • children are aware of what skills they are developing
  • Give children examples of what good quality pieces of work
badgermac

PCK History - 8 views

www.schoolleadership20.com/...looks-like-in-history-classroo

pck content

shared by badgermac on 08 Aug 13 - No Cached
  • djplaner on 08 Aug 13
     
    Summary of this journal article ""Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years" by Chauncey Monte-Sano and Christopher Budano in The Journal of the Learning Sciences, April-June 2013 (Vol. 22, #2, p. 171-211)"
  • badgermac on 09 Aug 16
     
    What Pedagogical Content Knowledge Looks Like in History Classrooms - School Leadership 2.0
summer_leigh

PCK Science - "Nature, sources and development of pedagogical content knowledge for sci... - 2 views

create4stem.msu.edu/...elopment_of_Pedagogical_Co.pdf

PCK Science

shared by summer_leigh on 15 Apr 16 - No Cached
  • summer_leigh on 15 Apr 16
     
    This source unpacks 5 components of pedagogical content knowledge for science teaching which includes: (a) orientations toward science teaching (b) knowledge and beliefs about science curriculum (c) knowledge and beliefs about students' understanding of specific science topics (d) knowledge and beliefs about assessment in science, and (e) knowledge and beliefs about instructional strategies for teaching science
egoodlad

Developing Preservice Teachers' Pedagogical Content Knowledge about Historical Thinking - 4 views

http://eric.ed.gov/?id=EJ818470

pck history

started by egoodlad on 03 May 15 no follow-up yet
jac19701212

Trninic and Abrahamson - Embodied artefacts and Conceptual Perrformances - 2 views

ccl.northwestern.edu/...ICLS2012-EmbodiedArtifacts.pdf

ICT technology Education teachers

shared by jac19701212 on 17 Mar 16 - No Cached
  • “embodied artifact
  • body-based and modular rehearsed action
  • Embodie
  • ...7 more annotations...
    • jac19701212
      jac19701212 on 17 Mar 16
       
      Embodied artifact - a body-based and modular rehearsed action
    • jac19701212
      jac19701212 on 17 Mar 16
       
      Artifact - cultural object embedded in social practice
    • jac19701212
      jac19701212 on 17 Mar 16
       
      Artifacts are adaptable in nature because they are modular in nature.
    • jac19701212
      jac19701212 on 17 Mar 16
       
      EI - Embodied Interaction
  • all embodied artifacts are rehearsed performances, ready-to-hand cultural equipment created by “packaging” procedures for skillfully encountering particular situations in the world. By mediating one’s encounters with the world, embodied artifacts constitute an integral part of cultural and individual development. First, humans embody cultural procedures through participating in social activities
  • Mathematical Imagery Traine
  • The Mathematical Imagery Trainer (MIT) set at a 1:2 ratio, so that the right hand needs to be twice as high along the monitor than the left hand
  • movement matters
  • remote-interaction cyber-technologies
  • embodied-interaction (EI)
rosborough

Pedagogical Content Knowledge - 8 views

www.idra.org/...Pedagogical_Content_Knowledge

shared by rosborough on 03 Apr 14 - No Cached
  • Jenny Entsch-Keith on 03 Apr 14
     
    "several key elements of pedagogical content knowledge"
  • ...1 more comment...
  • Jenny Entsch-Keith on 03 Apr 14
     
    Shulman further defines this concept.
  • gem095 on 19 Apr 15
     
    This is a helpful article on the professional learning and development of teachers and the professional learning, specifically english, to assist in becoming a more competent teacher.
  • rosborough on 24 Mar 16
     
    What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations
jac19701212

Literacy Learning and Technology - 1 views

www.curriculumsupport.education.nsw.gov.au/...tech_lit_learn.pdf

literacy Technology education EDC3100 curriculum

shared by jac19701212 on 23 Mar 16 - No Cached
    • jac19701212
      jac19701212 on 23 Mar 16
       
      ICT - the ability of individuals to use ICT appropriately to access, manage, integrate and evaluate information, develop new understandings and communicate with others in order to participate effectively in society.
w0107730

Initial idea A2 - 8 views

Here is my initial idea for A2 Context *School is a small coastal rural school with approx 250 students. There is 2 year 2 classes. The school has accessing to the following resources (ipads, comp...

draftUoW year 2 science

started by w0107730 on 24 Aug 15 no follow-up yet
amystoneley

Developing Classroom Practice : ICT in Mathematics : Useful Documents - 1 views

www.lancsngfl.ac.uk/...index.php

mathematics ict

shared by amystoneley on 27 Apr 16 - No Cached
  • amystoneley on 27 Apr 16
     
    supporting the teaching and learning of mathematics with ICT
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