Group items tagged

"One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as every student grows and develops at different rates, they learn in different ways and at different speeds. Technology makes it possible to pace lessons appropriately for each student's learning level and can be used to promote learning in the multiple intelligences. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. In the classroom setting these students shine when given tasks such as taking notes, researching, listening, reading for information, and writing. Websites to encourage learning for Verbal-Linguistic students: 1. http://wordle.net Allow students to express themselves creatively with words 2. http://ed.voicethread.com Capture student voices with audio, text, pictures , and video 3. http://zoho.com- A free online word processor, and presentation tool 4. http://gcast.com- Students can podcast (voice recording) online. 5. http://kerpoof.com - Students can create stories or mini- movies 6. http://www2.shidonni.com- Students create animated stories 7. http://tickatok.com Students can create stories and turn them into a book 8. http://pbskids.org/wordworld A world where words come alive 9. http://readwritethink.org 52 interactive activities related to reading, writing, and speaking 10. http://speakaboos.com Students can read stories online, record their own story and play literacy games Logical-Mathematical These learners love numbers, reasoning, and problem solving. These students enjoy measuring, calculating, and organizing data. In the classroom students will shine when given tasks such as collecting data, conducting experiments, solving proble

A bit more information about Innovation #96 from the Decoding Learning innovation list. Using a Wii controller to help primary school kids develop an understand of proportion. Found a video that shows it in action.

Explore various famous, historical, interesting sites around the world through Google

This site is great for connecting students with their natural environment through the subject strand of science. Kristy Edmondstone lead me to this resource through her blog. Check it out at http://kristyedmondstone.edublogs.org/ :)

Project Noah is an example of a distributed citizen science project. Set students missions to explore their environment and catalog, identify and share what they find.

Exploring 150 examples of ICT innovation my favourite is a Web 2.0 tool called ZooBurst. It is a digital storytelling device that enables students to create 3D pop up books.

What we're interested in. Does this look right to you?

serveral sites for the ABC on Twitter - ranging from Australia-wide, around the world, exploring social, cultural and political and economic fault lines arising from rapid change, and more, like radio, the environment and sport

There are so many great ways that you can make ICT integral to learning in your Early Phase maths program.    To help you get started, we've compiled a collection of resources around the theme 'ICTs You Can Count On'.   These resources relate to the concepts covered in the five strands of the Years 1 - 10 Mathematics Syllabus.   We encourage you to explore them and to learn more about the applications, websites and learning objects that can be used to engage learners in your Early Phase classroom.

A research project that explored how having to create drawings representing concepts helped reveal misconceptions.

Another example of Trello being used to encourage collaboration and exploration on the part of students.

Here a graduate teacher aims to use a variety of digital tools and resources to engage students and enrich their experience in attempting to answer the question 'Who are Indigenous Australians?' The teacher explores how a range of digital tools and resources can be used to collaboratively build students' knowledge of Indigenous cultures and histories in Australia and internationally. 

This article is a part of a recent increase in interest in the difference between trolling and abuse in online forums. A potential good opportunity to explore some questions of digital citizenship.

Wolfram|Alpha provides a "Facebook Report" - generating information about Facebook usage. Possibilities for students exploring their digital footprint, thinking about digital citizenship etc.

"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

This blog is written by a year 6 teacher in Sydney. She uses this blog to explore, reflect and share her experiences of incorporating various ICTs in the classroom.

Great site to create concept maps on.  Very visually appealing for the early childhood years.  Easy to create an interesting engaging concept map relating to what the students are exploring. 

Context: Year 4 History Content Description: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and ...

"When teaching, do you generally adopt a 'traditional', direct, teacher-led approach, or do you go for a more 'progressive', discovery/inquiry-based, student-led approach? Perhaps you use a mixture of the two - but how do you decide?" A blog post (almost a literature review) exploring answers to this question - mostly from the perspective of teaching mathematics