Group items tagged

"Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware

I found three articles useful in my quest for PCK-knowledge, not all specific to English learning, but mentioning aspects of literacy. In this blog post I briefly discuss them but you should read the original journal articles for yourself, they may come in handy for your 500 word rationale!

Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.

Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.

Slides from a 2013 presentation giving an overview of one perspective of the case for changing how we learning. Links with some of the ideas of PKM and reflection. Also has links to a couple of good YouTube videos and made me aware of the term "annotexting" and some other good ideas you might use in the classroom

This is a draft version of Salomon (2000). A talk that is referenced in the Week 2 learning path (2016)

One for the HPE folk.  A Victorian PE teacher who labels himself "The PE Geek".

He does discuss other reasons why ICTs should be used in classes, but unfortunately doesn't give enough practical examples. The gamification he talks about most specifically is a dance game on the wii. Now of course the students are taking part in a game, but their bodies are moving just like they would be if they were dancing without the use of the game, so it is definitely physical. Using these types of games in your teaching shouldn't outweigh the the students taking part in physical activity or sports and training, but it should supplement it. I think using ICTs in HPE will help to improve motivation and interest in students who are uninterested in sport, which is a big focus that teachers face, particularly with junior high school girls. Using these games to get them interested is better than forcing them to take part in an activity where they aren't going to put in much effort anyway. ICTs are also immensely beneficial to students studying PE in senior, as a lot more of the focus is on technique and improvement, so using videos to view performance and receive feedback is great for these students. Especially the apps and programs you can get nowadays that let you pause and rewind video, play in slow motion, and draw on the screen (to check if your body is creating the right angles in the movement etc). In primary they wouldn't be so concerned with technique improvement like this, but ICTs can be used to expose students to sports that they wouldn't normally see or experience. Primary students could research and create their own games and sports using the internet and computers. (It is harder for me to think about the primary context, because I haven't had much to do with it). I am sure there are many ways ICTs can be incorporated in the Primary HPE setting, you just need to think outside the box.

Oops, I think I got PE Geek confused with a PE blog I was reading recently. After looking at the actual link, this PE geek offers so much more! It is actually great, the apps he talks about are great for primary and secondary.

here is an article on iPads in early childhood, study carried out in an Early Childhood Education service catering for children from 3 months to 5 years.

Thanks for sharing! My professional experience will be in a Preschool setting so it is wonderful to see how other Preschool educators have been integrating ICTs and a rationale behind their use. I've read a few articles now regarding ICT in Preschool settings an it is interesting to note that most have been from NZ! The importance their country places on ECE is amazing and obvious from these articles! Very high quality practice and passionate educators it seems. Emma