Average length of blog posts at least 100 words.
Group items tagged
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Internet Meme Database | Know Your Meme - 1 views
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A website that every teacher should probably keep up to date. Want to know what your students mean when they use some obscure phrase? You can probably find it here.
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geddit - 2 views
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This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
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This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
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TeacherMatters - Classroom Management and Discipline - Practicum Tips | TeacherMatters ... - 3 views
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thought this might be useful, but probably not as useful as the list we have compiled on studydesk thanks heaps
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The Teacher's Guide To Copyright And Fair Use | Edudemic - 2 views
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Poster with some guidelines on copyright and fair use. Made for the USA context so specifics are probably not exactly the same as in Australia or elsewhere.
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shared by djplaner on 30 Mar 12
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This Creepy App Isn't Just Stalking Women Without Their Knowledge, It's A Wake-Up Call ... - 5 views
www.cultofmac.com/...up-call-about-facebook-privacy
privacy facebook digital citizenship digital footprint
shared by djplaner on 30 Mar 12
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Not quite as visceral as "Take this lollipop", mostly because it's a description. But I imagine if done live it could make an impact. Probably more effective in larger cities where more people are using the combination of facebook and Foursquare.
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Great iPad Tips and Resources for Teachers - 2 views
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Algorithmic skin: health-tracking technologies, personal analytics and the biopedagogie... - 2 views
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Journal paper talking about "digitized health and physical education". "The emergence of digitized health and physical education, or 'eHPE', embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms 'do things' in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a 'biopedagogy' of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an 'algorithmic skin', connected to a wider 'networked cognitive system'. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies."
Mathletics! - 3 views
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Assessment: Assignment 1 - 29 views
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Average length = total length of all your blog posts for the 3 weeks / by the number of blog posts e.g. if you made 9 blog posts with a total word length of 1800 words. Then your average word length is Avge = 1800 / 9 Avge = 200 200 is greater than 100, so this criteria is met.
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There is no maximum word limit for your posts. The length stated here is the minimum expected. Feel free to reflect and share as much as you like via your blog.
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60% or more of the blog posts contain links to online resources
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If you've made 12 posts for weeks 1, 2 and 3. Then 60% of 12 is 12 * .6 = 7.2 This means at least 7 of the 12 posts you made would be expected to include links to online resources. NOTE: we'll always round down (i.e. if 60% == 7.2, we'll round that down to 7, not up to 8 posts)
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More than two posts contain links to posts from other EDC3100 students.
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Let's assume you've posted 10 posts for weeks 1, 2 and 3. At least 2 of those posts should contain a link to a post of another EDC3100 student blog. The assumption is that you will also use that link as a basis for commenting on the other student's ideas.
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So I did post on my blog last week and linked to some resources but didn't link to any other students. That is fine as long as I make it up in week 2 and 3, right? -
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Spelling, grammar and vocabulary of a satisfactory standard with few errors.
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If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
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he artefact is either too large or too small.
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Maximum size is defined above. The minimum might be as short as 2 minutes, but you still have to provide sufficient information to meet the requirements of the Argument criterion below.
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All resources appropriately attributed.
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If you are using someone else's videos, audio etc. you must make sure that you are legally allowed to use the resource and you must attribute it appropriately.
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All three components are present and effectively integrated and aligned
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Your artefact should include - context, reasons and examples (see above for more detail) - there is no constraint on structure or location, but these should be readily recognisable.
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There is significant misalignment between the three components.
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e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
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The reasons are supported through effective use of models, theories and literature (both academic and professional).
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Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
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Examples of ICT integration are used to illustrate the reasons, but with some limitations
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e.g. the example only illustrates one aspect of a reason, or it isn't entirely clear what support the example provides for the reason.
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30-60% of the blog posts contain links to online resources.
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The links also have to be within the blog posts and not in your blog roll. The automated system only sees your blog posts, not your blog roll. As a rule of them, the reader of your post has to be able to access/use the resource from your post. i.e. a reference isn't enough. It has to be a link that they can click on. The standard expectation is that the content of your blog post will contain links to other resources. This following blog post http://davidtjones.wordpress.com/2013/03/04/how-are-they-going/
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Exceptional standard
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An exceptional artefact will be an online resource that has been implemented without any errors, makes effective - even innovative - use of the online environment to capture the attention of the viewer/reader and show them a logically structured, well supported and illustrated set of reasons for using ICTs in **your** teaching. Emphasis on **your** teaching, not mine, not some textbooks, but yours.
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At least 2 blog posts each week.
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If you got off to a slow start (i.e. didn't post much to your blog in week 1 of semester), don't worry. As long as you start posting regularly by the end of week 2 (or so) and reach an appropriate total (e.g. 3 weeks by 3 posts = 9 posts). Then you will get the appropriate mark. As semester progresses, however, there will be an expectation that posts will come more regularly. Also, if you write 9 posts 5 minutes before the end of week 3, some questions may be asked.
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Use contextually appropriate example(s) to illustrate those reasons.
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This thread on the discussion forum provides some more explanation of where/how you might find examples of ICT use that are linked to your context.
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You should not be creating these examples. The examples should be existing examples you have found during this course or in previous courses. The examples should be as close to the context you are talking about and they should illustrate how the reasons you've provided can be fulfilled.
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Clearly describe your teaching context.
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If you don't know what your context is going to be. Make it up. Try to make it as realistic as possible, as close as possible to your likely Professional Experience placement for this course as possible. You may want to use a prior Professional Experience context, that's fine.
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Hi, I was just wondering where we find this or when it will become available? Thanks, Holly
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Thnaks for clarifying David. Is it expected that we end up with some comments on our own blogs? I have posted the link to my blog in the forum but havent had any comments yet :(
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What is TPACK? | Teaching Teachers for the Future - 10 views
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Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)
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Perhaps the core of what this course is trying to achieve - develop and bring together knowledge of subject material, good learning and technology
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I take it you mean the 'core of what this course is trying to achieve' :) and I agree. -
We are lucky to be learning how to integrate technology into our pedagogy NOW. If I had done a teaching degree when I first left school I would probably be a very different teacher. -
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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I love the first sentence. I would class an expert teacher as one who covers all PCK in a way that engages students' full attention.
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I love this first sentence too, it is so meaningful and fully grasps the importance of being a great teacher versus an ok teacher.
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Agreed, in addition I find the last part of the paragraph insightful. The expert teacher transforms subject content and makes it accessible to individual learners. The idea that the teacher uses their content knowledge and their pedagogic knowledge to integrate technology in such a manner that it transforms content so as to meet individual needs. I find this conceptual picture of an expert teacher very inspirational. -
Faeza, your comment about transforming content to meet individual needs struck a cord with me. Thanks.
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).
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Absolutely, this is the crux of what we should be doing as educators - not just trying to make it fun, but fulfil the curricula requirements in such a way that it is engaging and meets standards.
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I also think that this underpins exactly what we need to do as teacher, to be able to create engaging and interactive lessons that not only meet the criteria of the curricular but are interesting and useful for the students using methods that excite and engage.
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The last part of this statement,to me, means constructing knowledge by building on learning that has already taken place- using engaging and age appropriate tools. -
I find the idea of finding an appropriate tool for the task to be crucial. An appropriate tool will engage and enhance the learning experience, an inappropriate tool could lead to negative experiences and negative attitudes towards technology.
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Yes, this is exactly what educators today need to do! However, I think it's going to be a challenging one. It needs experiences and effort to make this happens in our teaching. -
I think the Possum Magic Video demonstrates a creative use of technology that makes learning engaging and fun for students and teachers!
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology)
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ICT is also transforming pedagogy by providing new ways to engage learners.
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I think this shows the importance of ICT in teacher and how all teachers should be looking and engaging in ways to integrate ICT into their teaching.
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To me, this suggests that while ICT continues to transform, the current teachers and up-coming teachers such as ourselves have to modify our teaching pedagogy to incorporate these ICT's to engage the students and get them excited to learn through integrating the 'new' technology devices -
ICT I feel it the way of the future, technology is always evolving and change and we must do the same. If this means changing the way in which we educate the students then that is what we must do. I am learning so many new things with this course and feel that Im beginging to learn new ways in which I can enrich the students learning. -
This is such a powerful statement and really cements the importance of integrating ICT's into our teaching and learning. It is the way forward for engaging students and enhancing their learning journeys
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Engaging learners in new ways, and ways that suit their individual needs, is the heart of what using ITCs to transform teaching and learning is all about.
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deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK
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hands-on learning
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new ways to access and process knowledge
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Expert teachers/deep knowledge of subject/understanding of what is good learning all sums up what this course and the past courses I have been involved with for the past three years have shown me however there is still alot to learn. -
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Never run out of ideas again! - 0 views
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You fill up their senses - News - TES - 0 views
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As I research reasons for ICT integration in the classroom, I came across this article. ICT is a great use of the multi-sensory approach to learning. Particularly, I can see this in regards to literacy and numeracy. Activating parts of the brain that can help with this engagement is essential for students with Special needs -
That is so cool! Imagine how much harder it would have been for teachers ten years ago, they probably wouldn't even have imagined this kind of thing would be possible. It makes you wonder what technology will be like in the next ten years! In the next five years even!! Maybe special education schools and units won't be necessary anymore because technology will enable all students to be integrated!
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shared by Nicole Anderson on 14 Mar 14
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14 things that are obsolete in 21st century schools | Ingvi Hrannar - 6 views
ingvihrannar.com/solete-in-21st-century-schools
technology ICT teachers teaching classof2017 edc3100
shared by Nicole Anderson on 14 Mar 14
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kanelowrey liked it
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“We do not learn from experience…we learn from reflecting on experience.” -John Dewey
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List of "things" that you'll probably still find in most schools, but which this article argues are obsolete. Many of these link with aspects of EDC3100. Assuming you agree with some of thse, a challenge is how are you going to help make these obsolete? e.g. "Isolated classrooms" is one you might be able to do something about. As is "Teachers that don't share what they do"
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A Magazine Is an iPad That Does Not Work.m4v - YouTube - 2 views
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"A Magazine Is an iPad That Does Not Work.m4v" wow I have never seen anything like this before.. It looks like she has become so accustomed to using an iPad that she doesn't know/forgets how to flick through a magazine. What are your thoughts on this?
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For me - as I think you can probably guess from how I used it - this talks to me about how technology becomes mythic. This child's schemas are such that she assumes everything has a touch interface. While she's currently wrong, it may not be that long before that is the case. From there lots of implications and questions flow.
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Narrative Production and Interactive Storytelling - Alex Mitchell | Refractory - 0 views
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An interesting journal regarding narrative production and interactive storytelling.
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Ryan defines interactivity as “the computer’s ability to take in voluntary or involuntary user input and to adjust its behaviour accordingly.” (Ryan 2006: 98)
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This traditional form of a plot is derived from Aristotle (Lane 1947: 58), and is conventionally represented as ‘Freytag’s Triangle’, which starts from an exposition, moves through a complication or rising action to a crisis point, and finally to a resolution (Freytag 1968: 105). This movement from beginning to end can also be seen as what Laurel calls the ‘flying wedge’, which consists of “a progression from the possible to the probable to the necessary” (Laurel 1993: 70).
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Technology takes hold in the early grades | EdSource - 7 views
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Hi, I liked reading your article about bringing ICT into the early years education and how it can work as another teacher. In Australian schools as most pre-service teachers and if you are a parent would probably know. The children are using Reading Eggs and Matheletics. My children are in years 1 and 3 and have found these programs easy to follow and navigate through the levels with a lot of success in their learning. They can also log-in on our home computer to extend their learning further. Programs such as these are a great tool in encouraging the skills of reading and learning maths without overloading them with too much computer time.
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ICT in Early Childhood - 3 views
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We don't want them sitting in front of a computer screen or a TV. They probably get enough of that at home. What they need at the centre is to run around, do something physical.
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I have had this argument so many times with many different directors. Part of education in the early years is to create a continuity between home life and their 'care' environment.
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This is a research article regarding pre-service educator training in integrating ICTs in Early Childhood Education.
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'It is also disconcerting that some children still do not have access to computers at home and therefore do not have the opportunity of developing the skills my grandson and other 'digitals in diapers' like him take for granted - skills such as using a mouse, finding letters and numerals on a keyboard or screen, typing letters, navigating websites, retrieving files, using pull-down menus, loading CDs and DVDs, uploading photos from a digital camera, using toolbars, saving files, printing documents and files, using drawing software and typing words (Zevenbergen & Logan, 2008, p. 42). Although some of these skills are used for playing games, this is still an impressive array of digital literacy skills, even more so when they have been acquired more through independent learning and experimentation than through an adult providing instruction.' On the above I would like to add that children should learn or use skills in order to play. Children learn through play and this is a concepts that underpins learning in the early years
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37 Ways Teachers Should Use Pinterest - Best Colleges Online - 4 views
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Pintrest is such a fantastic tool for any creative subject. the only problem is it is usually blocked in state schools. it can be unblocked through a process set by DETE and probably well worth the effort
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Looking to liven up your classroom? There are tons of photos of great classroom setups, from kindergartens to high school that you can use for inspiration.
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Do you find yourself jotting down ideas or bookmarking websites and then forgetting about them? Pinterest can help you keep these ideas organized and easy-to-find when you need them.
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Pinterest can also be a great place to get students working. Teachers could have students pin ideas on a board that relate to a particular project they’ll be working on.
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Of course, pinning itself could also be an educational experience. Students could have to pin items that fit a certain set of criteria as part of a lesson.
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Whether you’re working with your colleagues or helping students to work on a group project, Pinterest can be a great place to collaborate. Share images for presentations or links to papers, resources, and research.
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The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views
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Whether it is solving a differential equation on the motion of charged particles or keeping track of a nuts-and-bolts inventory, the digital computer functions fundamentally as a numerical transformer of coded information. It takes sets of numbers, processes them as directed and provides another number or set of numbers as a result
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Among the characteristics that make it different are the flexibility with which it can be adapted generally to logical operations, the blinding speed with which it can execute instructions that are stored within its memory, and its built-in capacity to carry out these instructions in sequence automatically and to alter them according to a prescribed plan.
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Despite its size and complexity, a computer achieves its results by doing a relatively few basic things. It can add two numbers, multiply them, subtract one from the other or divide one by the other. It also can move or rearrange numbers and, among other things, compare two values and then take some pre-determined action in accordance with what it finds.
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For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
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Increasingly there are algorithms that mean that the computer doesn't need to be told what to do. It is capable of learning. For example, in the past computers couldn't drive cars on the road. To do this the computer would have to be told how to do everything - accelerate, turn, how far to turn etc. The new algorithms are such that a computer (actually probably many computers) can drive a car without being told what to do (not a perfect analogy, but hopefully useful)
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If the data put into the machine are wrong, the machine will give the wrong answer
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Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
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o specify 60,000 instructions
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Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
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This requires an input facility that converts any symbols used outside the machine (numerical, alphabetical or otherwise) into the proper internal code used by the machine to represent those symbols. Generally, the internal machine code is based on the two numerical elements 0 and 1
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This applies to any data that an ICT uses - pictures, sound etc. It has to be converted into 0s and 1s (binary digits) that software can then manipulate
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The 0's and 1's of binary notation represent the information processed by the computer, but they do not appear to the machine in that form. They are embodied in the ups and downs of electrical pulses and the settings of electronic switches inside the machine
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The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
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This is the bit of the ICT that does the manipulation. Everything you do to manipulate data (e.g. apply Instagram filters) is reduced down to operations that an arithmetic-logic unit (ALU) - or similar - can perform
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An "ancient" (1967) explanation of how a digital computer works - including some history.