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STEM-Works - Science, Technology, Math & Engineering Resources for Kids - 1 views
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Community that supports learning in technology, science, engineering and maths.
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How Apple Watch changed Molly's life - 0 views
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The Apple Watch's new feature is called the "taptic engine", which produces what Apple calls "haptic feedback". Haptics, derived from the Greek haptikos, refers to any form of interaction or communication by touch. The watch's engine allows wearers to set vibrations for various alerts and at adjustable intensity - or to send messages by taps to other users.
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Ms Watt says the integration of haptics with the watch's map function is its most useful feature and is "definitely awesome for me as a deafblind person". It allows her to be directed around London's complex web of streets and alleys without hearing or sight
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Newspaper article about how the new Apple Watch is opening up a range of new possibilities, in particular for a deaf and blind woman. Mentions the Apple Watch's haptic capability - the ability for the device to give feedback via touch. Likely to be the first widely used example of haptics.
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Does the Khan Academy know how to teach? - The Washington Post - 5 views
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Gates has called Khan, "the best teacher I've ever seen.
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An example of some of the large claims being made about Khan Academy that seem to suggest limited understanding of what makes a good teacher?
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This is an interesting one - how can a teacher be hailed as such, when there is no real interaction (questioning from the student's point of view)? The Khan Academy does have its advantages as a very useful prop to specific lessons and concepts, yet the questions posed by any learner should be equally important if effective learning is to take place. -
I agree Doreen, furthermore, the Khan Academy cannot be used as a stand alone to teaching, yet as a tool to extend understanding or to reteach concepts -
It is a useful tool I agree. Students need to have an understand of a variety of ways/strategies/methods to draw upon in order to gain a full understand of the concepts. -
Interesting to see Bill Gates making a reference to teaching skills. Last I checked he wasn't an expert in education?! -
I don't get why they are making reference to Bill Gates I don't believe he has an understanding of teaching. Although these online library can help with understanding but is it really the way we want education to go online teaching?? -
I belive that the reference to Gates arises from the fact that he's spending a lot of his money attempting to improve schools and universities. That money means that his views on what is good teaching carry significant weight. More so than his qualifications and experience might otherwise warrant.
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What is more, his videos reveal an ignorance of how we know students learn mathematics.
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The Khan Academy videos suffer from the poor PCK of the people developing the videos. The core of the argument here.
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The videos were started to help students who were already learning through the school system and needed more help without having to pay for it. A lot of people are complaining about the videos as alternatives to explicit teaching in the classroom, but aren't they great for what they were originally designed for. -
I don't think the Khan videos are doing any damage...They shouldn't be used as a stand alone, but instead as a supplement for learning, perhaps. -
I think the videos are great as a supplementary activity, it provides a different way to explain something. Good on him for attempting it. -
I like David's comment: videos aren't actually evidence of the Khan academy, just "the poor PCK of the people developing the videos.".
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Pedagogical content knowledge is an important foundation for planning lessons and for decision making during a lesson.
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All teachers make mistakes, after all, and Khan should not, the reasoning goes, be called out for making the same mistakes we all make.
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There certainly are broken models in education, but there is absolutely no evidence that competent knowledge of student learning and thinking is one that teachers can afford to jettison.
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researchers are finding evidence that particular kinds of PCK are associated with greater gains in student learning in elementary mathematics.
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revolutionize
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The equal sign (=) i
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Many mathematics educators stress another kind of knowledge necessary to design and deliver quality instruction: pedagogical content knowledge (PCK). PCK refers to knowledge of content as it relates to teaching.
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content knowledge alone is inadequate
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How true, but how often do we see this and the reverse situation where teachers are teaching in areas where their content knowledge is lacking. -
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I agree content knowledge is crucial but there are so many more aspects needed to make it great. -
Content knowledge is important, but it doesn't matter how much knowledge a teacher has if s/he cannot teach that content in a way that the students will actually understand it and be able to apply it in future -
I agree that content knowledge is important but it is just as important to know your students and how best they learn
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The standard American curricular treatment, in which students are instructed to append zeroes to the shorter decimal to equalize the number of digits helps students to perform this task correctly, but fosters its own misconceptions.
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he exercises offer no intellectual rigor and do not address our central concern.
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PCK knows from both educational research and professional experience
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I think frankly, the best way to do it is you put stuff out there and you see how people react to it; and we have exercises on our site too, so we see whether they’re able to see how they react to it anecdotally.
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the examples Khan chooses appear selected at random and thus are, perhaps unsurprisingly, often quite poor.
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If Khan’s videos occasionally popped up in a Google search, we would be content to have him carry on. There is lots of worse information available on the web. But Khan is hailed as “unbelievable” ( Bill Gates) and his work as “sparking a revolution in education
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It is up to the teacher to assess whether or not the videos are suitable for his/her students. If the teacher chooses to use the video, then s/her can refer to the teacher information and see which questions the students answered correctly / incorrectly and identify any misconceptions. These misconceptions can then be addressed by the teacher in the classroom
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Whether small steps or large, we urge Sal Khan and his funders to put their time, effort and dollars to the best possible ends, particularly when it comes to making decisions grounded in accurate, carefully considered pedagogical content knowledge
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discuss the meaning of the equal sign frequently and explicitly, and (2) model correct use of the equal sign.
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To quote a fellow student, Lucas Naughton states, 'ICT must be used to enhance and amplify the learning rather then becoming the point of the learning'. I get that there are holes in the Khan videos however if we are using them to enhance learning then why cant the teacher design an entire lesson around one video. They can discuss the missing misconceptions. They can provide other methods/concepts and they can create practice activities all around a Khan video. Remember-enhance and amplify the learning using these ICT's. Cheers Angela Woodward -
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Khan will put the video out there and see how people react to it.
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There's no actual looking for student ability/interest - it seems as if he's more interested in teaching what he want to talk about.
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Newsweek
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How does Newsweek become a credible source? Surely people know better than to blindly accept a newpaper's arbitary titles?
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Wikipedia mentions Khan's education: "Khan attended the Massachusetts Institute of Technology, graduating with a BS in mathematics, a BS in electrical engineering and computer science, and an MS in electrical engineering and computer science in 1998. Khan also holds an M.B.A. from Harvard Business School" I can't see a Bachelor of Education in there. I would have thought that this would be essential, and the first stepping-stone, to acquire an understanding of PCK and how students learn. Danielson and Goldenburg state that "content knowledge alone is inadequate for quality instruction" and that many videos are prone to creating further confusion for students. They also go on to say that Khan's explanations are frequently off target in addressing likely student questions that experienced teachers would anticipate and elicit. Maybe a four-year stint at USQ might be in order? . -
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A Look at IT and Engineering Enrolments in Australia - Computer Science Education Resea... - 0 views
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The graph reveals that early Computing (Information Technology) enrolments from 2001-2004 were around 7,000, however since, enrolments have dropped and tapered off to be around 5,000 enrolments.
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we know that females are significantly underrepresented in the technology field.
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In the graph below, you can see that female enrolments in Computing courses has dropped around 10,000 enrolments from 2002 to 2006 and has since remained relatively the same.
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However, so far, researchers have demonstrated that STEM gender gap interventions are best served by designing educational environments that will engage children in STEM-relevant activities, from the very early years of school. Engaging children early is imperative to ensure underrepresented groups, such as females, do not disengage early
100 Search Engines For Academic Research - 2 views
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The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views
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This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT. This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.
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Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
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Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
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Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
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Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
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Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
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or data representation/transformation for particular purposes
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use ICT to generate ideas and plan solutions
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Generate ideas, plans and processes
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Define and plan information searches
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Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
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use ICT to plan an information search or generation of information, recognising some pattern within the information,
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locate, retrieve or generate information from a range of digital sources
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Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
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create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
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use ICT to generate ideas and plan solutions
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use appropriate ICT tools safely to share and exchange information with appropriate known audiences
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understand that computer mediated communications are directed to an audience for a purpose
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Sprixi image search engine - 1 views
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Image search with a range of useful features, including automatically adding attribution of a CC images onto the image you download.
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KidRex - Kid Safe Search Engine - 2 views
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Google can be potentially dangerous for students - you don't know what the search result might produce. Kid Rex is a kid friendly alternative. -
This is one resource that I won't be forgetting any time soon. Better to be safe then sorry.
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Not Your Daddy's Science Classroom! : USA Science and Engineering Festival: The Blog - 1 views
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Some descriptions of the very different things ICTs are enabling in modern science classrooms
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reasons - 3 views
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Find, Use and Share quality education resources that suit your needs. FUSE is a portal, a repository, a search engine, a workspace, and a way of sharing quality education digital content and resources.
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Mind Amplifier: Howard Rheingold And The Value Of Convivial Tools - Forbes - 0 views
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his is a helpful thought in a society that has placed more attention on the fact of digital technologies (the new iPhone!) than on what we do with them
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but all technologies, to some degree or another, are enmeshed in what Langdon Winner calls ‘regimes,
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Design of tools has—as Illich pointed out—been accomplished in the absence of any consideration of their effects on social, cognitive, and political regimes. Designers can be better educated. And so can the users of their tools
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The old model of learning—the sage on the stage—is being challenged by cooperative forms of co-learning in which teachers act as facilitators and students use the tools available, from search engines to smartphones, to learn collaboratively, with teachers acting as facilitators
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The whole notion of meta-cognition, of treating attention as a trainable aspect of everyday thought, is a potential new discipline
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He is developing tools for “knowledge design” that both help individuals capture and manipulate what they know, but that also help connect individual intelligence to different models and sources of knowledge.
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Howard Rheingold has written about the use of digital technologies for learning and other tasks. In particular, the possibility that digital technologies can be mind amplifiers. Tools that enhance our ability to think and learn. Something EDC3100 will touch on in Week 3
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The Technium: Chosen, Inevitable, and Contingent - 0 views
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until these contingencies harden into technological necessities and become nearly unchangeable in future generations. There’s an old story that is basically true: Ordinary Roman carts were constructed to match the width of Imperial Roman war chariots because it was easier to follow the ruts in the road left by the war chariots. The chariots were sized to accommodate the width of two large war horses, which translates into our English measurement as a width of 4′ 8.5″. Roads throughout the vast Roman empire were built to this spec. When the legions of Rome marched into Britain, they constructed long distance imperial roads 4′ 8.5″ wide. When the English started building tramways, they used the same width so the same horse carriages could be used. And when they started building railways with horseless carriages, naturally the rails were 4′ 8.5″ wide. Imported laborers from the British Isles built the first railways in the Americas using the same tools and jigs they were used to. Fast forward to the US Space shuttle, which is built in parts around the country and assembled in Florida. Because the two large solid fuel rocket engines on the side of the launch Shuttle were sent by railroad from Utah, and that line transversed a tunnel not much wider than the standard track, the rockets themselves could not be much wider than 4′ 8.5.”
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“So, a major Space Shuttle design feature of what is arguably the world’s most advanced transportation system was determined over two thousand years ago by the width of two horses’ arse.” More or less, this is how technology constrains itself over time.
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In addition to the primary drive of preordained development (force #1), and in addition to the escapable influences of technological history (force #2), there is society’s collective free will in shaping the technium (force #3).
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Long post and not directly related to ICT and Pedagogy, but somewhat related. The highlighted section outlines one - often unseen - way in which the "way things are done" limit what can be done in the future.