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christinepeterson66

! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views

www.techknowlogia.com/...36.pdf

shared by christinepeterson66 on 03 Aug 15 - No Cached
  • Second, there are profound concerns now about the gapsopening up between the ICT haves and have-nots, betweenthose who reinforce their access to, and use of, ICT ineducation by what they have and do at home, and those whoenjoy little of either.
  • More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
  • recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
  • ...14 more annotations...
  • digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
  • ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W
  • Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges
  • Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
  • depends increasingly on how knowledge is used and howexpertise is deployed.
  • in education.
  • Globalisation offers considerable opportunities
  • Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.
  • Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
  • not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.
  • there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
  • Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus
  • New sources of learning materials drawnfrom right around the world are accessible via the Internet
  • information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
anonymous

Stories, games and animations - 2 views

scratch.mit.edu

shared by anonymous on 07 Mar 13 - Cached
  • Lisa Virtue on 07 Mar 13
     
    A program where you can 'create and share your own interactive stories, games, music, and art'.
  • anonymous on 20 Apr 13
     
    The first week at uni we started to use a program called Scratch. This program can be used for teachers and students at any level. It is also has free membership. The first activity that we were required to do was to use the motion button to create simple commands to move the script (the cat). The next part of the activity was to make a sequence of commands. This included the moving the script 10 step and then having the script turn around in a clockwise direction at 15 degrees. The number of steps and the degrees can be changed to suit the way you want the script to move. The next activity was to use the simple commands and have them repeat the commands over and over until you stop the command. We also learnt how to have the script change colour while the command sequence was going. The next activity was to draw regular polygons. The first polygon that was drawn was a square. The next challenge was to create other polygons. This program is great to work with. I had some time just to play, adding backgrounds, pictures and sounds. The goal for using this scratch program at uni is to explore options for introducing digital technologies and related concepts in the primary school classroom, as the Technology curriculum is being introduced sometime this year (2013). This program would fall under the Digital Technologies strand in the Australian curriculum: Technologies. This is where students will engage in the components of digital systems: software, hardware and networks.
  • anonymous on 09 Aug 14
     
    Great site for children to create stories, games and animations.
Anna Murphy

5 Reasons Technology in the Classroom Engages Students - 5 views

www.securedgenetworks.com/...the-Classroom-Engages-Students

shared by Anna Murphy on 24 Mar 14 - No Cached
  • Anna Murphy on 24 Mar 14
     
    "5 Reasons Technology in the Classroom Engages Students"
Leigh Campbell

What are ICTs?: A Queensland View - 10 views

usqstudydesk.usq.edu.au/...view.php

shared by Leigh Campbell on 08 Jul 13 - No Cached
  • technologies that are used for accessing, gathering, manipulating and presenting or communicating information
    • djplaner
      djplaner on 08 Jul 13
       
      Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching?
    • Justene Webb
      Justene Webb on 17 Jul 13
       
      For me personally I have seen many of these technologies being used in learning and teaching. Eg - The use of Ipads and computer labs, using the smart board to do internet searches as a whole class by encouraging the students to think about key words relating to what they are researching, and using a software application called Tux Paint to re-create a story scene as an extension from an English project.
  • ICT tends to mean computers and their peripheral devices
    • djplaner
      djplaner on 08 Jul 13
       
      This is no longer the case. Mobile phones, tablets, bee bots and the integration of ICTs into a range of devices is moving beyond just computers
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      I totally agree.  Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks.
    • Colleen Lenehan
      Colleen Lenehan on 23 Jul 13
       
      I thought that was the old definition of ICT and that its new definition embraced anything that was available for communication purposes, storing data, gathering it, sharing it, etc. as seen in the Hello Kitty video. I fully support the idea that ICT is not regarded as a piece of equipment but it should be a way of life where it is a/any tool used for whatever is required so rather than thinking how we can incorporate ICT into the school curriculum, it should simply be one of the avenues used by students to achieve what they want to achieve.
  • what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
    • djplaner
      djplaner on 08 Jul 13
       
      It's important how technology is used. What impact it has on learning. Using technology is not enough
  • ...4 more annotations...
  • While the computer is itself not a catalyst, its valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
    • djplaner
      djplaner on 08 Jul 13
       
      The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      Yes, the classroom that I work in has a little down syndrome girl who uses an iPad for communication.  I know of another class who has a student diagnosed with dyslexia and he uses a computer for typing up all his work.
    • Michelle Newton
      Michelle Newton on 24 Jul 13
       
      What a great example of differentiation and inclusion.
  • a similarly disparate and motley collection of machines of different capacities and configurations may be being used by students and be constituting the learning environment
    • djplaner
      djplaner on 09 Jul 13
       
      It is 8+ years since Lloyd wrote this piece. In very recent times we've seen the Digital Education Revolution - where many students were given laptops - but that is now slowly moving onto the BYOD (bring your own device) era. An era where students are allowed (of if they are not, they still do anyway) their own devices (phones, tablets, computers). It's likely that BYOD is likely to end up with "a similarly disparate and motley collection of machines of different capacities and configurations", what are the implications for teaching?
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      Surely this would encourage discrimination between the students with everyone knowing who had expensive/cheap computers with out of date/the latest versions of software packages. That being the case then it will increase the difficulty of the teacher to both teach ICT and allow the students to use their own forms of ICT. Firstly, because more recent software packages allow greater flexibility (usually) so some students will be physically capable of more complex software usage and also it would be a lot harder to guage what all students are doing on their ICT equipment as a quick glance will not necessarily let the teacher know where each student is at with their work.
  • The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
    • Kate Dugdale
      Kate Dugdale on 20 Jul 13
       
      I work in a school that has recently rolled out Samsung slates to all students in grades 4-6.  Next year they are going to roll them out from grade 7-12, and then, the year after in grades P-3.  They have also commenced using a program called D2L (Desire to learn), to deliver the content to students.  It has been very interesting to see how different teachers have coped with the changes.  Some embrace it and have done an amazing job of incorporating it into their teaching, while others have resisted the changes and really struggled with incorporating it into their classrooms.  No matter what ICTs the school has available it seems, to me anyway, that the teacher will be the crucial factor as to whether these ICTs are used successfully and appropriately.
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      I agree with you, Kate. When people resist what has to be done, then there is no creativity or extensions or allowing the students to be risk takers themselves. This is borne out by Toomey (2001) when part of his definition of ICT actually includes "manipulating" and "communicating".
  • There is no standard school configuration of machines
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      How true is this... I have been to a few schools for prac and each school has a different focus on ICT.  One school I attended had a computer lab, put the screens were the good old huge dinosaur ones.  Then another school I attend had two computer labs full of up-to-date computers with flat screens etc.  It's a same that schools aren't all the same.
    • Leigh Campbell
      Leigh Campbell on 24 Jul 13
       
      I agree Donna, unfortunatley that's where funding and grants come into it as well as the hard work of the fundraising activities, sometimes the budget focus is on other areas as well. Access and equity in relation to current technology is a major issue in educational equality and very topical too.
  • djplaner on 08 Jul 13
     
    Semester 2, 2013 reading - Week 1. Defining ICTs.  
djplaner

How are they going? | The Weblog of (a) David Jones - 6 views

davidtjones.wordpress.com/...how-are-they-going

assignment1

shared by djplaner on 05 Mar 13 - No Cached
  • from here
    • djplaner
      djplaner on 05 Mar 13
       
      Here's the first of the "links to online resources". It links to an earlier blog post of mine.  But this is still an online resource. This is likely to be the most common example of "link to online resource"
  • through Tagxedo.
    • djplaner
      djplaner on 05 Mar 13
       
      Here's another link, to another resource, but still the same type of link.
  • How are you feeling? Was happy and a little surprised to see some of the more positive
    • djplaner
      djplaner on 05 Mar 13
       
      The image below (sorry had to highlight more than the image) is an example of a link to an online resource. It's actually an example of two types. First, click on the image and you get taken to a larger version of the image on another site.  i.e. it's linked to another resource. But the image itself as embedded in this page is actually coming from somewhere else online.  Another example of a link to an online resource.
    • sarahbenvenuti
      sarahbenvenuti on 05 Mar 13
       
      Hi djplaner This image has many words that resinate with how I am feeling at the moment including; clever, excited, interested and successful! I am very excited to extend my knowledge of what the wonderful world of ICT has yet to teach me. I just learnt about ICloud and Drop Box today from one of the teachers on the campus. Just loving how everything on the world wide web is connected and through accidental networking I can learn so much! Just clicking on this resource has linked me to another page with information regarding scootle and campus information. How beneficial! Who knew that pictures could be hyperlinked as well as words and URLs.
  • djplaner on 05 Mar 13
     
    Using this post of mine to explain what the phrase "links to online resources" from the learning journal component of assignment 1 might include.  Look at the annotations on this page for more explanation
u1004202

How does the course work?: A recommended learning process - 4 views

usqstudydesk.usq.edu.au/...view.php

PKM

shared by u1004202 on 04 Mar 16 - No Cached
  • PKM Step Explanation EDC3100 Seek Find things out and keep up to date Work through the learning path. Check discussion forum posts. Check blog posts, Diigo resources etc. from people in EDC3100 and your Personal Learning Network (PLN). Sense Personalise information and use it Complete the activities in the learning path. Reflect on what you've seen and done on your blog. Doodle, and create concept maps and other artefacts that help you personalise what you've learned. Actively follow up on points that interest or confuse you. Work on assignments, prepare for Professional Experience, and build resources and processes for your teaching career. Share Exchanging resources, ideas and experiences Sharing resources and annotations via Diigo. Sharing insights and artefacts via your blog. Answering questions and making suggestions on the discussion forums. Participating in any course Facebook groups etc.
djplaner

Terms of Use | Scholastic Inc. - 1 views

www.scholastic.com/terms.htm

lessonplansite termsofuse copyright

shared by djplaner on 06 Mar 16 - No Cached
  • No material from Scholastic.com may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way, except that you may download one copy of the materials on any single computer for your personal non-commercial use only, provided you keep intact all copyright and other proprietary notices.
  • For purposes of this Agreement, the use of any such material on any other web site or networked computer environment is prohibited
  • You hereby grant Scholastic and its agents and licensees a worldwide, royalty-free, fully-paid, perpetual, non-exclusive license to use, including without limitation the right to copy, publish, perform, display and distribute and/or adapt, any material you upload to, distribute through or post on Scholastic.com
millie69

Teacher's blog + Secondary schools - 0 views

www.theguardian.com/...secondary-schools

shared by millie69 on 14 Mar 16 - No Cached
  • millie69 on 14 Mar 16
     
    Mental illnesses don't make you dangerous and teenagers' moods might not just be their hormones - journalist Matthew Jenkin explores common misconceptions about young people and mental health
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.
kaleubri

Some Face book sites for teaching ideas - 1 views

Here are a few facebook groups I follow to gain teaching resources and insights about the profession. Beginning teachers resource forum https://www.facebook.com/groups/315676815212672/ Australia...

Education resources teachers

started by kaleubri on 19 Jul 16 no follow-up yet
beckyb94

Transforming learning with ICT - 21 views

This was another interesting article from a teacher's perspective with using technology to transform learning https://www.theguardian.com/teacher-network/teacher-blog/2013/jun/18/technology-transfo...

started by rhyemoore on 04 May 17 2 follow-ups, last by beckyb94 on 06 Jun 17
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