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iPads for Learning | Learning with iPads | Learning with iPads - 0 views

www.ipadsforeducation.vic.edu.au/...learning-with-ipads ipads learning
shared by debgran on 16 Aug 15 - No Cached
    • debgran
      debgran on 16 Aug 15
       
      Advantages of using iPads in educational settings.
    • debgran
      debgran on 16 Aug 15
       
      portability, flexibility, develop 21st Century skills such as creativity, innovation, communication and collaboration
  • The findings of this trial were that the iPad was an effective and engaging learning tool, especially in primary and special settings schools; that quality teaching was the factor that enabled the iPad to be used effectively to improve student motivation, engagement and learning outcomes; and that teaching and learning success with iPads is more likely when they are used in a supportive school and home environment. 
    • debgran
      debgran on 16 Aug 15
       
      DET 2010-2011 iPad trial findings - "improved student motivation, engagement and learning outcomes"
  • debgran on 16 Aug 15
     
    Advantages of using iPads for learning
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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.
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Religion Curriculum P-12 - 0 views

www.rec.bne.catholic.edu.au/...Religious-Education.aspx religion curriculum EDC3100
shared by alicefoddy on 03 Mar 15 - No Cached
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
  • ...32 more annotations...
  • ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
  • Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
  • Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
  • Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
  • eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
  • Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
  • ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
  • Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
  • eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
  • sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
  • isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
  • eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
  • r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
  • eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
  • In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
  • Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
  • Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
  • personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
  • hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
  • he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
  • In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
  • is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
  • bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
  • The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
  • ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
  • emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
  • eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
  • major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
  • istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
  • eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
  • alicefoddy on 03 Mar 15
     
    Religions curriculum with ICT stuff identified. 
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The Fischbowl - 0 views

thefischbowl.blogspot.com.au EDC3100
shared by dwill006 on 20 Mar 14 - No Cached
  • anonymous on 20 Mar 14
     
    Karl Fisch is a Primary Teacher in America.
  • dwill006 on 10 Mar 15
     
    This is the blog atached in the week two learning path. I understand that we are not encouraged to share learning material already given to us but this was an 'if you want to' part. If you only read one thing read the first post - This teacher seems fantastic!
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Inclusion in the 21st-century classroom: Differentiating with technology - Reaching ev... - 10 views

www.learnnc.org/...6776
shared by u1044820 on 06 Mar 15 - No Cached
  • nat5brown on 08 Mar 15
     
    Enjoyed the video showing how technology can teach children in a fun and engaging way to learn but also requiring them to engage in real life problem solving, writing and reflection. Interesting how they chose to access the program from home too. That says a lot. I thought that this would be more middle years teaching. Do you think this could be used in Primary?
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Yr 12 teaching - 0 views

createinnovateexplore.com/...7 teachers
shared by dwill006 on 12 Mar 15 - No Cached
  • dwill006 on 12 Mar 15
     
    A perfect reminder about practical physical items in the classroom.
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ICT for Years 4 - 12 - 3 views

www.youngictexplorers.net.au/...curriculum.pdf Primary Education
shared by Elke Arndell on 21 Mar 14 - No Cached
  • Elke Arndell on 21 Mar 14
     
    A short list of student expectations for ICT's across different year levels
  • djplaner on 22 Mar 14
     
    These are a sort of pre-cursor/Queensland specific version of the ICT capability and it's learning continuum. Still useful to see what the expectations are.

Technology in a primary maths class (Ms Brown's grade 2 class) - 2 views

started by Alysha Dickson on 16 Mar 14 no follow-up yet
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Giving younger children voice in primary geography: empowering pedagogy - a personal pe... - 0 views

www-tandfonline-com.ezproxy.usq.edu.au/...10382046.2014.946321 PCK Geography
shared by cddoran on 15 Apr 15 - No Cached
  • cddoran on 15 Apr 15
     
    A great article which has contributed to my Geographical PCK. It can be accessed through the USQ library. I especially love the concluding words "Children's voices empower pedagogy".
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ICT Games - English and Maths - 3 views

www.ictgames.com/ edc3100 resources education ictexamples technology learningNow
shared by Alannah Young on 08 Jun 13 - Cached
  • Alannah Young on 08 Jun 13
     
    The link above is a site which has a number of games for English and mathematics. The games are fun and interactive for all students. (they are even great for students in primary upper who are at a low level for English and mathematics.
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Integrating ICT in PDHPE - 0 views

www.curriculumsupport.education.nsw.gov.au/...index.htm integrating ict pdhpe teacher
shared by jannaloudoun on 07 Mar 16 - No Cached
  • jannaloudoun on 07 Mar 16
     
    Website resources developed by the PDHPE Unit to support the teaching of PDHPE in secondary schools.
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Sitestosee HPE - 0 views

delicious.com/...S2S,primary,PDHPE HPE PE PDHPE teachers edc3100 education
shared by ashtherese85 on 08 Mar 16 - No Cached
  • ashtherese85 on 08 Mar 16
     
    Sites2See are topic-focused, quality assured, one page guides to online teaching and learning resources supported by syllabus advice and activities. I have added link to PDHPE
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Ripper Reading Resources - Rigorous Teaching Resources for Higher Order Thinking - 1 views

ripperresources.blogspot.com.au resources education teachers sharing
shared by tan_campbell on 08 Mar 16 - No Cached
  • tan_campbell on 08 Mar 16
     
    Kylie M (Who happens to be a USQ lecturer) shares a range of great literacy resources on her blog. There is also lots of links to additional resources and blogs that are useful for primary school teachers. This blog has lots of information that would be valuable for lesson planning for Prac.
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Regurgitated Alpha Bits- Funny blog from a realistic teacher - 0 views

regurgitatedalphabits.blogspot.com.au Regurgitated Alpha Bits primary
shared by joanne89 on 24 Mar 14 - No Cached
  • Cath Newton on 24 Mar 14
     
    Sharing Teacher blog - good for a laugh!
  • joanne89 on 08 Mar 16
     
    I like the way she describes her job- loves the kids but struggles with the job. This is interesting to me because I feel the same (don't know if it I for the same reasons) because I whole- heartedly believe in diversity and the individual child BUT I also know/ have seen how strict and institutionalised schools remain to be and this often gets in the way of the kind of teacher I thought I could be. It is interesting and worth thinking about though because I am sure we all want to help each child as much as we can but lack of time, resources and 'the halo effect' will get in the way at some point.
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The 360 Teacher - 2 views

www.facebook.com/janette.lollback teachers edc3100
shared by kat1994 on 08 Mar 16 - No Cached
  • kat1994 on 08 Mar 16
     
    This is a primary school teacher whom i know personally. She began her career as a teacher soon after graduating high school - a dream job for her. Years later in her life she took a break from the classroom to run a family business. She has now done a complete 360 and has put her teaching hat back on once again. She quotes: "Well after having my first day back in the classroom I am SO HAPPY because I know I am doing the right thing for me. I had a wonderful day and I now know how much I actually missed being a teacher. Today was a big step in a new chapter that involves lots of learning for me but I am doing that through fresh and keen eyes and I am very excited!!" This woman is very inspiring and easily someone you can lean on for support. An asset to any classroom or workplace!
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Digital technology - 2 views

kimcofino.com/blog primary
shared by spil1986 on 09 Mar 16 - No Cached
  • spil1986 on 09 Mar 16
     
    Interesting blogs in relation to the digital world used in the classroom
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