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kat1994

The fabulous life of a primary teacher! - 3 views

confessionsofaprimaryteacher.blogspot.com.au

education resources teachers

shared by kat1994 on 19 Mar 14 - No Cached
  • kat1994 on 08 Mar 16
     
    Here i have found a blog of a primary school teacher from the Midwest, named Mrs K. She shares many great stories of her classroom experiences and offers a wide variety of tips and tricks of the teaching profession You can definitely see from her blog posts how passionate she is dedicating her life to the needs of her students. A very inspiring read!
monicalilley

A Primary School Teacher - 2 views

aprimaryschoolteacher.wordpress.com/...3

resources edc3100 Education teachers technology ICT

shared by monicalilley on 09 Mar 16 - No Cached
  • monicalilley on 09 Mar 16
     
    This blog is written by an Australian primary school teacher. The blog consists of advice, tips, tricks and resources on how to organise the classroom, organise yourself and lesson ideas. This blog also features some ICT ideas for the classroom.
zoeanderson95

Year 6 Shenanigans- a great instagram for primary teachers - 4 views

www.instagram.com/yearsixshenanigans

primary teaching teachers

shared by zoeanderson95 on 09 Mar 16 - No Cached
kmurray2016 liked it
  • emilykcotton on 09 Mar 16
     
    Sally is a 1st year teacher that shows her passion and energy for her classroom and students through innovative Instagram posts. She incorporates ICTs into her posts and shows how important it is to stay connected to other teachers to share ideas and inspiration. She inspires my future teaching.
  • zoeanderson95 on 12 Mar 16
     
    A great teacher that posts a variety of images depicting her day to day teaching life... Great inspiration!
sharon Carrafa

Primary Teaching Resources | Educational Resources - Teach Starter - 9 views

www.teachstarter.com/?ref=logo

teaching resources Resources Australian Curriculum primary edc3100

shared by sharon Carrafa on 10 Sep 15 - No Cached
corinnawest liked it
  • sharon Carrafa on 10 Sep 15
     
    Free teaching Resources for teaching all learning areas of the Australian Curriculum
djplaner

KIDS REACT TO WALKMANS (Portable Cassette Players) - YouTube - 2 views

www.youtube.com/watch

history postman

shared by djplaner on 18 Apr 14 - No Cached
  • djplaner on 18 Apr 14
     
    Video of kids (13 yo and younger) being shown a walkman for the first time. e.g. when shown Walkman headphones, "My grandpa has these!" Links somewhat to Postmans 5 things, but also to some of the primary folk doing History.
djplaner

LATs Short Courses Home - 1 views

activitytypes.wm.edu/shortcourse

lessonplans designing how

shared by djplaner on 23 Mar 16 - No Cached
  • djplaner on 23 Mar 16
     
    Two short courses (one from primary and one for secondary) the show how to make use of the Learning Activity Types (LATs) to design ICT-enriched lessons and beyond.
shlaw92

http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/celebrating.pdf - 1 views

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

history

shared by shlaw92 on 14 Aug 16 - No Cached
  • shlaw92 on 14 Aug 16
     
    New South Wales based - some teaching ideas about celebration and its purpose; celebrating important days; how celebration are alike and different; how people celebrate; festival study; diversity around us and celebrating diversity.
Susan McInnes

40 Essential iPad Apps for the Primary Classroom - 3 views

www.whiteboardblog.co.uk/...ipad-toolkit-primary-teachers

edc3100 resources

shared by Susan McInnes on 05 Aug 16 - No Cached
  • Susan McInnes on 05 Aug 16
     
    An overview of different apps and how they are used in the classroom. Also some great info and links regarding the use of IWBs
Taylor Wilton

Hello everyone !!! - 5 views

Keep going Chris. It will come. Especially if you reflect upon what you do (or don't), share and connect with others.

EDC3100

started by Chris Tapper on 27 Feb 13 2 follow-ups, last by Taylor Wilton on 01 Mar 13
K Lobegeiger

ICT education for our young children? - 1 views

misskmlobegeiger.edublogs.org/...ucation-for-our-young-children

learningNow

shared by K Lobegeiger on 02 Mar 13 - No Cached
  • K Lobegeiger on 02 Mar 13
     
    Updated - A article that is based on computers being used in the early and upper primary years. An article with useful information :)
Carmen Gambe

ICTS for Littlies - 7 views

early-years-australia.wikispaces.com/13+ICT+for+Littlies

EDC3100 FFF education earlychildhood ICT

shared by Carmen Gambe on 15 Mar 13 - No Cached
  • Carmen Gambe on 15 Mar 13
     
    This website is set up for Early Childhood educators to make life easier. Its quote is "We all need to work together to make the Early Years Framework a reality". It contains links to interactive ICT websites and advice on the following topics: Being, Belonging, Becoming Reggio Emilia Learning through Play Social & Emotional Development Communication Skills Learning Literacy Learning Numeracy Equal Access for All Consistent Curriculum Smooth Transition Partnerships Quality assurance Activities for Little Kids ICT for Littlies Australian Early Years Framework Regulation Videos Other Early Years Links Recipes safe for kids
  • Colleen Lenehan on 23 Jul 13
     
    Its great to hear people say that we need to work together. I remember years ago a friend of mine (who was a Grade 6 teacher) told me of her frustration when she would encourage her students and they were alive with excitement to learn and explore and the work they handed in was exceptional from her point of view. However, six months into the next year she would be so disappointed because the grades of the Year 7 students would be declining and their attitude was one of apathy. What she wanted to do was to work with the Year 7 teacher so with a combined effort they could assist the students to continue their positive attitude throughout their time at upper primary school. The Year 7 teacher felt threatened and the sad cycle continued. When I read http://www.independent.co.uk/news/education/education-news/blog-early-blog-often-the-secret-to-making-boys-write-properly-2211232.html as well as http://www.letthechildrenplay.net I was thrilled to hear what great progress is being made by teachers/schools when they collaborate. Thanks for the info.
Michelle Thompson

IXL Maths Practice - 0 views

au.ixl.com/promo

EDC3100 resources FFF education earlychildhood primary middleyears year10 maths virtual audio

shared by Michelle Thompson on 11 Mar 13 - No Cached
  • Michelle Thompson on 11 Mar 13
     
    Another site for online maths practice. Very popular.
Michelle Thompson

Tagxedo word clouds - 0 views

www.tagxedo.com

EDC3100 resources ictexamples FFF education creating earlychildhood digitalcitizenship primary secondary adult TAFE speceducation

shared by Michelle Thompson on 11 Mar 13 - Cached
  • Michelle Thompson on 11 Mar 13
     
    This is the site David showed us for making word clouds this week. Great for all ages.
Michelle Thompson

ITC Publications - 0 views

www.itcpublications.com.au

EDC3100 resources FFF education earlychildhood primary secondary Australian informing

shared by Michelle Thompson on 11 Mar 13 - Cached
  • Michelle Thompson on 11 Mar 13
     
    This site is Australian and really switched on. It has a newsletter that keeps teachers current with latest education info, has resources that are fantastic (like cool Bloom's stickers, teacher diary and so on). I've been subscribed to them for years and have benefitted so sharing my toolbelt.
Michelle Thompson

Paint.net - 0 views

www.getpaint.net

EDC3100 resources ictexamples FFF education creating primary secondary adult online

shared by Michelle Thompson on 11 Mar 13 - Cached
  • Michelle Thompson on 11 Mar 13
     
    Another digital photo editor.
jadephilp

The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum

shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      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.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • 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)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • 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
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • 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)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
Tanya Little

The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views

where2now.wordpress.com/...the-tail-wagging-the-dog-again

shared by Tanya Little on 14 Mar 13 - No Cached
  • Once this program has been implemented, how do we measure our success?
    • djplaner
      djplaner on 14 Mar 13
       
      How will you measure the success of any attempt you make when integrating ICTs into your teaching?
    • Faeza ms
      Faeza ms on 18 Mar 13
       
      Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      Going on the last comment, I guess it goes back to 1 of the Postman's theory, about there being two sides to a story. For every advantage there is always a cost involved. How do you measure the success of ICT and what is the cost involved?
    • Brooke Clark
      Brooke Clark on 20 Mar 13
       
      I believe that you have succeeded in incorporating ICT's in your pedagogy when students are able to achieve outcomes that they may have otherwise struggled to achieve and when the ICT component adds to the learning experience rather than deducts from it.  When you make ICT the tool rather than the lesson.
    • Sue Day
      Sue Day on 20 Mar 13
       
      well stated! I agree on the importance of the ICTs being the tool!
  • Will any student learning objectives have even been considered? Eventually, maybe. But not until after the die has been cast, defining the hardware and software parameters that will make up “the solution”.
    • djplaner
      djplaner on 14 Mar 13
       
      This is the "technology tail" wagging the "education dog".  Technology first, learning second.
    • Teresa Morgan
      Teresa Morgan on 02 Apr 13
       
      I'm confused by this statement. Shouldn't learning come first and then technology to enhance the learning? I might just have to go back over and read this section again from week 3.
    • djplaner
      djplaner on 02 Apr 13
       
      "Tail wagging the dog" is meant to indicate that it is the wrong way around. In theory education should come first.
  • One would expect that any educational organisation whose primary purpose is the delivery of education, would have learning outcomes at the heart of any planning process considering the distribution of such a large allocation of money.
  • ...2 more annotations...
  • Why can’t we build our school ICT infrastructure plans around the learning needs of students, and create a quality teaching environment and professional development program that supports these needs, rather than the other way around?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      I'm a little confused? isn't this supposed to be what we are trying to do. If using the tool belt theory, aren't we meant to TEST, whether our ICT's are applicable and most appropriate?
    • sarah wittman
      sarah wittman on 22 Mar 13
       
      hear hear for the last highlight in this article
  • djplaner on 14 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • ...2 more comments...
  • Matthew Clarke on 19 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Brooke Clark on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Sue Day on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Teresa Morgan on 02 Apr 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
Jacquie Twidale

Dancing robots used to teach autistic children - Telegraph - 2 views

www.telegraph.co.uk/...o-teach-autistic-children.html

shared by Jacquie Twidale on 12 Mar 13 - No Cached
  • We have been looking at how technology can support pupils with autism to communicate more effectively
  • Ian Lowe, headteacher at Topcliffe Primary, said that because the robots have no emotions, autistic children find them more predictable and less threatening. He added: "The robots have been brilliant at supporting autistic children with their learning.
  • Jacquie Twidale on 12 Mar 13
     
    Technology helping children with autism!
Tanya Lovell

Inquiry Approach - 'Telstar' - 2 views

assessmentbank.qsa.qld.edu.au/...oach%20-%20TELSTAR%20model.pdf

EDC3100 FFF teachingmethods

shared by Tanya Lovell on 17 Mar 13 - No Cached
  • Tanya Lovell on 17 Mar 13
     
    I found this link while searching for information for my assignment. I have not seen this model before and feel that it would work well for higher primary ages for science and history. Would love to know what other people think.
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