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elysealittle

Web-based literacy intervention - 2 views

www.scootle.edu.au/...tls1_web_based_literacy.pdf

shared by elysealittle on 08 May 17 - No Cached
  • elysealittle on 08 May 17
     
    I thought this was a very interesting read. There are some really good intervention programs out there.
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
djplaner

A Look at IT and Engineering Enrolments in Australia - Computer Science Education Resea... - 0 views

blogs.adelaide.edu.au/...eering-enrolments-in-australia

participation

shared by djplaner on 08 Jul 15 - No Cached
  • 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.
  • we know that females are significantly underrepresented in the technology field.
  • 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.
  • ...1 more annotation...
  • 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
u1000024

Special Education Teachers: Effective Teaching Strategies | Concordia University - Port... - 1 views

education.cu-portland.edu/...rategies-for-special-education

pck special education

shared by u1000024 on 25 Aug 14 - No Cached
  • Effective Teaching Strategies for Special Education
  • Working with Short Attention Spans Set clear expectations for all students. Break assignments into smaller pieces to work on in short time periods. Space breaks between assignments so students can refocus on their tasks. Share ideas with parents so they can help with homework. Carry out everyday routines consistently. Develop a reward system for good behavior, completing work on time and participating in class. Use visual and auditory reminders to change from one activity to the next. This may need to be done several times before the change is made. An egg timer is a good auditory tool that indicates a signal to begin or end an activity
  • Managing Constant Change
  • ...3 more annotations...
  • Design teaching aids and lessons that are flexible. Add creativity to lessons and homework. Develop easy-to-use monitoring tools that are needs-based. Design lesson plans that can be modified to fit each student. Develop a set of resources and interventions that work.
  • Teaching Effectively
  • Use a multiple-scenario approach to developing lesson plans. Monitor and verify student responses to lessons. Evaluate and adapt lessons as necessary. Use peers to review lesson plans and to develop ideas that might be applicable. Develop and maintain a pool of mentors. Keep a list of resources for teaching, lesson plans and professional development Set a professional development plan for yourself and track your goals Develop or implement a system that allows for easy and comprehensive data collection to help monitor and adapt lessons Gather some tricks of the trade from fellow teachers, including those who do not teach special education.
  • u1000024 on 25 Aug 14
     
    Effective teaching strategies for students with Special Needs
zumbamami

Special Education Strategies And More... - 1 views

michellespecialeducation.blogspot.com.au

teacher special education strategies early intervention strengths and challenges

shared by zumbamami on 13 Mar 15 - No Cached
  • zumbamami on 13 Mar 15
     
    Michelle has been a special education teacher in the United States for 27 years and has taught across elementary and preschool contexts and alongside early childhood programs for a local college.
studentmumma1

Professional development to enhance teachers' practices in using information and commun... - 12 views

studymummaedc3100.files.wordpress.com/...wangs_2014_professional.pdf

edc3100 resources education technology ICT conceptual mapping

shared by studentmumma1 on 02 Mar 17 - No Cached
  • studentmumma1 on 02 Mar 17
     
    Hi All, I found this article to be very pertinent to this weeks content in EDC3100. I hope some of you can benefit as well: ABSTRACT (Copied from Sciencedirect) Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.
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