Skip to main content

Home/ ICTs and Pedagogy/ Group items tagged questioning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Stella Leotta

A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 2 views

www.britannica.com/...ts-today-what-teachers-must-do

shared by Stella Leotta on 01 Aug 13 - No Cached
    • Nicole Hunter
      Nicole Hunter on 01 Aug 13
       
      This is so true
    • Nicole Hunter
      Nicole Hunter on 01 Aug 13
       
      wow this is so true
    • Nicole Hunter
      Nicole Hunter on 01 Aug 13
       
      This was very interesting to read and so true
  • ...9 more annotations...
  • Texting, web-surfing, and iPods are just new versions of passing notes in class, reading novels under the desk, and surreptitiously listening to Walkmans. They are not the problem. They are just the new forms in which we see it. Fortunately, they allow us to see the problem in a new way, and more clearly than ever, if we are willing to pay attention to what they are really saying.
  • In short, they tell us that our walls no longer mark the boundaries of our classrooms.
    • Nicole Hunter
      Nicole Hunter on 01 Aug 13
       
      I love this thought
  • We just have to stop pretending that the walls separate us from the world, and begin working with students in the pursuit of answers to real and relevant questions.
    • Nicole Hunter
      Nicole Hunter on 01 Aug 13
       
      Authentic teaching
    • Stella Leotta
      Stella Leotta on 22 Mar 14
       
      '... classrooms have been fundamentally changed.' This statement is a reflection of how classrooms from the past - teacher directed have changed to today's classroom - student centered.
  • While most of our classrooms were built under the assumption that information is scarce and hard to find
    • Stella Leotta
      Stella Leotta on 22 Mar 14
       
      Knowledge in the past was only available to selected few individuals. The World Wide Web has placed knowledge at everyone's fingertips. Knowledge is for everyone.
    • Stella Leotta
      Stella Leotta on 22 Mar 14
       
      Knowledge, learning is no longer restricted to lecture halls where students were required to take notes and not question lecturers or teachers. Now, students are self-directed in their learning journey. Students can question knowledge, be critical thinkers.
djplaner

Application of the SAMR model | isupport - 4 views

isupport.com.au/...application-of-the-samr-model

shared by djplaner on 28 Jul 13 - No Cached
  • These processes are ingrained and simple. The devices we use are all around us, they are ubiquitous and the outcomes obtainable.
    • djplaner
      djplaner on 28 Jul 13
       
      In other words, the technology has become mythic (in the sense suggested by Postman's 5 things to know about technological change)
    • Leigh Campbell
      Leigh Campbell on 29 Jul 13
       
      Does this imply that there will be a time where the subject ICT and pedagogy won't be necessary?
    • djplaner
      djplaner on 30 Jul 13
       
      That Leigh, is a very good question. One we'll pick up on in coming weeks (if not before)
    • Teagan Childs
      Teagan Childs on 30 Jul 13
       
      Very good question Leigh!
    • djplaner
      djplaner on 16 Mar 14
       
      In short, I think there will be a time when a course like ICT and Pedagogy won't be needed.
  • Dr Puentedura displayed this brilliant slide introducing the SAMR Ladder, and offered the following advice.
    • djplaner
      djplaner on 28 Jul 13
       
      Click on the image below and read the "SAMR ladder".  These will be useful questions to ask yourself over the coming weeks.
  • What is it that you have always wanted to accomplish in terms of educational goals that you couldn’t accomplish before?
    • djplaner
      djplaner on 28 Jul 13
       
      A reason to use ICTs in learning and teaching?
  • ...3 more annotations...
  • Technology is used a lot but only in low level uses (ie Facebook, and Google search). If asked to perform a “complex” task such as creating a presentation or editing a photograph most teachers would come unstuck.
    • djplaner
      djplaner on 28 Jul 13
       
      Does this apply to you? Has your studies given you an opportunity to move beyond?
    • Nicole Hunter
      Nicole Hunter on 02 Aug 13
       
      I have used new software and packages during my uni course that I wouldn't have otherwise experienced. It is great to be pushed into that uncomfortable stage while learning a new program but the achievement feeling when you have worked it out is great and very rewarding. There is so much out there that could be used in the classroom but you need to seek it out!
    • Ali Meadows
      Ali Meadows on 03 Aug 13
       
      Until I started EDC3100 I wouldn't have considered myself a 'low level user'. I am however making progress. It is challenging at times since there are so many resources that can be applied. Without this course I would have been in the dark about the possibilities.
  • We know when we have achieved successful technology integration: it is when we use technology without even thinking about it.
    • Kate Dugdale
      Kate Dugdale on 30 Jul 13
       
      I love this.  Successful technology integration is when it is just part of what we do.  Like postman's ecological thinking. 
  • as technology evolves we must evolve too
  • djplaner on 28 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • ...1 more comment...
  • Leigh Campbell on 29 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Teagan Childs on 30 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Nicole Hunter on 02 Aug 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
alicefoddy

geddit - 2 views

letsgeddit.com

assessment resources ictexamples

shared by alicefoddy on 21 Feb 15 - No Cached
    • alicefoddy
      alicefoddy on 21 Feb 15
       
      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. 
  • alicefoddy on 21 Feb 15
     
    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. 
jenni brown

3 Awesome Apps for Teachers to Create their Own Apps ~ Educational Technology and Mobil... - 4 views

www.educatorstechnology.com/...ps-for-teachers-to-create.html

shared by jenni brown on 10 Mar 13 - No Cached
  • jenni brown on 10 Mar 13
     
    In response to my own question on twitter earlier, there are indeed programs that allow students to develop their own Apps, thanks to a quick google search. I think this would be a great introduction to the classroom to extend creativity and learn basic knowledge and skills to become innovative creators in the future
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
djplaner

The RoboRoach: Control a living insect from your smartphone! by Backyard Brains - Kicks... - 0 views

www.kickstarter.com/...l-a-living-insect-from-your-sm

science ictexamples

shared by djplaner on 14 Jun 13 - No Cached
  • djplaner on 14 Jun 13
     
    A little questionable - but positioned as a science/learning tool. Especially around neuro-science.  
djplaner

what has technology enabled you to do? - Guardian Witness - 0 views

witness.guardian.co.uk/...51769f20e4b08af63d5fd82e

example gathering sharing

shared by djplaner on 29 Apr 13 - No Cached
  • djplaner on 29 Apr 13
     
    A project from an English newspaper's online presence gathering contributions to the question "What has technology enabled you to do?" Not directly learning and teaching related, but interesting.  Perhaps as a project for students?
Candace Merriman

Secondarymentoring - HPE - 1 views

secondarymentoring.wikispaces.com/HPE

HPE EDC3100 technology Resources education ictexamples

shared by Candace Merriman on 29 Apr 13 - No Cached
  • Candace Merriman on 29 Apr 13
     
    online HPE mentor/teacher (actually from a local Toowoomba school), in which you can ask questions regarding HPE and ICT integration into lesson and multiple other questions that are concerning you
djplaner

Using Twitter in the Primary Classroom | Changing Horizons - 3 views

changinghorizons.net/...itter-in-the-primary-classroom

primary twitter ictexamples exchanging

shared by djplaner on 21 Feb 13 - No Cached
  • djplaner on 21 Feb 13
     
    An article reporting on the use of Twitter in a Year 2 class - their Twitter account https://twitter.com/ClassroomTweets Found this in response to a question from @kellyfrintzilas
  • Kelly Frintzilas on 22 Feb 13
     
    A slideshare introducing interesting ways to integrate Twitter into the classroom http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw Added this on my twitter account @kellyfrintzilas
  • Kelly Frintzilas on 22 Feb 13
     
    A blog posting on using Twitter in a classroom. This has some great tips on how and why to use twitter in the classroom. http://www.essentialschools.org/resources/451 Added this on my twitter account @kellyfrintzilas
djplaner

Math Trail: Powered by GoogleMaps - 1 views

ilearntechnology.com/?p=4968

math mathematics

shared by djplaner on 30 Apr 13 - No Cached
  • djplaner on 30 Apr 13
     
    Blog post describing Math Trail - virtual tours through Google maps with embedded clues and math questions
stefaniewical

3-Act Tasks (Graham Fletcher) - Google Sheets - 0 views

docs.google.com/...edit

shared by stefaniewical on 06 Aug 16 - No Cached
  • stefaniewical on 06 Aug 16
     
    3-Act Tasks - big ideas, questions and links to videos. P-7 level mathematics
Romina Jamieson-Proctor

AITSL Teacher Standards - Sharing our Indigenous nation - 1 views

www.teacherstandards.aitsl.edu.au/...IOP00043

shared by Romina Jamieson-Proctor on 15 Mar 12 - No Cached
  • Romina Jamieson-Proctor on 15 Mar 12
     
    Here a graduate teacher aims to use a variety of digital tools and resources to engage students and enrich their experience in attempting to answer the question 'Who are Indigenous Australians?' The teacher explores how a range of digital tools and resources can be used to collaboratively build students' knowledge of Indigenous cultures and histories in Australia and internationally. 
Karen Thompson

Stack Exchange - Free, Community-Powered Q&A - 1 views

ictmagic.visibli.com/GhYETx

Research tool

shared by Karen Thompson on 31 Aug 12 - No Cached
  • Karen Thompson on 31 Aug 12
     
    stack exchange - a Q & A site ask a question and a community of experts will help you find the answer
djplaner

Conroy takes swipe at 'arrogant' Twitter - ABC News (Australian Broadcasting Corporation) - 0 views

www.abc.net.au/...4259868

digitalcitizenship

shared by djplaner on 13 Sep 12 - No Cached
  • djplaner on 13 Sep 12
     
    This article is a part of a recent increase in interest in the difference between trolling and abuse in online forums. A potential good opportunity to explore some questions of digital citizenship.
djplaner

Teacher Feature - 0 views

www.teacherfeature.aitsl.edu.au

video transition teacher teaching

shared by djplaner on 08 Mar 12 - No Cached
  • djplaner on 08 Mar 12
     
    A site where teachers from Australia can upload short videos of them responding to some questions about life as a teacher, education etc.
djplaner

Google debuts online education tool Oppia to let anyone create interactive activities f... - 2 views

thenextweb.com/...ive-activities-teaching-others

cbl google oppia

shared by djplaner on 02 Mar 14 - No Cached
  • djplaner on 02 Mar 14
     
    Interesting new tool out of Google. Provides an apparently simple and full featured way to create computer-based learning/tutoring paths. Might be fun to play with at some stage. Questions remain about long term support and the effort required to implement in a classroom setting (accounts for students etc).
Joe Wright

8 Excellent Tools for Formative Assessment to Try With Your Students - 1 views

www.educatorstechnology.com/...llent-tools-for-formative.html

formative assessment resources

shared by Joe Wright on 18 Mar 14 - No Cached
  • Joe Wright on 18 Mar 14
     
    If you look at Hattie's research (I posted earlier today) you will see Formative assessment as one of the big influencers on student learning. I posed the question - 'how do ICT's feed into this?'. Here's one example ... (well, 8 examples ...)
Justene Webb

Lessons & Instructional Materials | Fact or Inference - 3 views

www.prometheanplanet.com/...Fact%20or%20Inference

iwb flipchart

shared by Justene Webb on 12 Sep 13 - No Cached
  • Justene Webb on 12 Sep 13
     
    Flipchart for a Promethean IWB looking at facts and inferences. These flipcharts are interactive with an embedded video and learner response questions . Good sequence will help scaffold learning. For age ranges from 4 - 8.
‹ Previous 21 - 40 of 92 Next › Last »
Showing 20▼ items per page