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Jenny Entsch-Keith

concept maps - 2 views

I agree Casey, such a great tool for kids to use for their planning too.

started by Casey Spencer on 10 Mar 14 1 follow-up, last by Jenny Entsch-Keith on 10 Mar 14
Em Perri

The bystander effect and social control behavior: the effect of the presence of others ... - 2 views

onlinelibrary.wiley.com/...abstract

shared by Em Perri on 15 Jul 13 - No Cached
    • Em Perri
      Em Perri on 15 Jul 13
       
      Classic Bystander Study - 
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.
Bridget Bell

The Australian Curriculum v6.0 History: Rationale - 0 views

www.australiancurriculum.edu.au/...Rationale

curriculum

shared by Bridget Bell on 18 Mar 14 - No Cached
  • It promotes the understanding of societies, events, movements and developments that have shaped humanity
  • An understanding of world
  • history enhances students’ appreciation of Australian history.
  • ...6 more annotations...
  • knowledge and understanding is essential for informed and active participation in Australia's diverse society.
  • History is a disciplined process of inquiry into the past that develops students' curiosity and imagination
  • History is a disciplined process of inquiry into the past that develops students' curiosity and imagination
  • nterpretative by nature, promotes debate and encourages thinking about human values
  • interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively
  • The study of history is based on evidence derived from remains of the past.
Noel Kibai

Bloom's Taxonomy Blooms Digitally - 8 views

www.techlearning.com/...44988

shared by Noel Kibai on 24 Apr 14 - No Cached
  • Christine Alderton-Pink on 26 Apr 14
     
    Hi Noah, This page has give me a succinct list of ideas of digital tools I can incorporate in my assignment work, as well as life outside of, and beyond university. I like seeing the familiar Bloom's Taxonomy applied to the digital age. It's a great addition to my DIIGO library. Thanks for sharing. Christine
Michelle Brown

School Excursions and International School Study Tours - 2 views

ppr.det.qld.gov.au/...School-Excursions.aspx

Geography

shared by Michelle Brown on 18 Apr 15 - No Cached
  • Michelle Brown on 18 Apr 15
     
    Assignment form for excursion
christinepeterson66

! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views

www.techknowlogia.com/...36.pdf

shared by christinepeterson66 on 03 Aug 15 - No Cached
  • Second, there are profound concerns now about the gapsopening up between the ICT haves and have-nots, betweenthose who reinforce their access to, and use of, ICT ineducation by what they have and do at home, and those whoenjoy little of either.
  • More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
  • recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
  • ...14 more annotations...
  • digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
  • ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W
  • Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges
  • Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
  • depends increasingly on how knowledge is used and howexpertise is deployed.
  • in education.
  • Globalisation offers considerable opportunities
  • Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.
  • Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
  • not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.
  • there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
  • Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus
  • New sources of learning materials drawnfrom right around the world are accessible via the Internet
  • information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
debgran

Theory Washing - 2 views

Hadn't heard of this term before, but recognise an abundance of it around as we go through life. In regards to studying, whether in the school or tertiary sector, how many times do you hear individ...

claims honesty digitalcitizenship

started by debgran on 02 Aug 15 no follow-up yet
Alison Alison

Studying the Novice Programmer - E. Soloway, J. C. Spohrer - Google Books - 0 views

books.google.com.au/books

computer coding

shared by Alison Alison on 10 Sep 15 - No Cached
  • Alison Alison on 10 Sep 15
     
    The first page provides synopsis of this paper, using computers for children to do interesting things and programming as a vehicle for teaching thinking.  Skimming through titles, you can circumnavigate to view approaches and descriptions of computer use and coding.
djplaner

Grade 4 Social Studies: Halton District School Board - 0 views

www.chatt.hdsb.ca/...FOV1-0016E1E6

teachers ictexample blogs

shared by djplaner on 22 Mar 14 - No Cached
  • djplaner on 22 Mar 14
     
    Post describing the process and outcomes of a year 4 class (Canada) using digital cameras to go on a "light scavenger hunt" around the school and organising the photos by their source.
Lisa Rose

Teaching and Learning with the iPad - a 3 Year Review - 4 views

www.emergingedtech.com/...-with-the-ipad-a-3-year-review

world tablet ipad 1-1

shared by Lisa Rose on 25 Mar 14 - No Cached
  • Lisa Rose on 25 Mar 14
     
    For my assignment, I'm supporting the use of iPads in the classroom for 1:1 teaching. This is a 3 year study and is very insightful.
miss smith

ESOL Ninja Resource for ESL teachers - 2 views

The ESOL Ninja is a certified teacher from the USA who has been teaching in an urban school district for 12 years. She is certified to teach social studies (7-12), reading (1-12) and English Speake...

teachers education resources edc3100 sharing ESL P-12

started by miss smith on 07 Aug 14 no follow-up yet
djplaner

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 0 views

hackeducation.com/...s-are-questioning-khan-academy

rat transformation pedagogy khan

shared by djplaner on 05 Apr 15 - No Cached
  • But that's the crux of the problem right there: lecture-demonstrations. Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
    • djplaner
      djplaner on 05 Apr 15
       
      So is this "replacement", "amplification" or "transformation"? At a base level it's amplification in that the learner can pause, rewind and replay. Not something they can do in typical lecture demonstrations.
  • They point to studies that find while students receive these sorts of videos positively, they are actually learning very little or learning very superficially
  • Physics teacher Frank Noschese, for example, contrasts the video of Khan's explanation of force with a video documenting his students' exploration of force through hands-on experimentation.
  • ...2 more annotations...
  • But as some people have found, this sort of reward system on Khan Academy may encourage completion of material for the sake of badges, rather than for the sake of learning itself.
    • djplaner
      djplaner on 05 Apr 15
       
      The ramifications of changes wrought by ICT can lead to unexpected consequences. Yes, students may be completing all of the Khan Academy activities, but are they learning? How long do they retain that learning?
  • Khan Academy has expanded from just creating videos to include a whole platform through which students can move through the content, including analytics for teachers and parents to track them
    • djplaner
      djplaner on 05 Apr 15
       
      Replacement, amplification or transformation? Teachers should always have been tracking student progress. Khan Academy makes it much, much easier - so amplification. But Khan Academy also makes it easy for the parent's to track - amplification or transformation?
  • djplaner on 05 Apr 15
     
    Another article looking at the argument between those who see Khan Academy as "the bees-knees" and those who see some problems. There's a point about "lecture-demonstrations" (the model used by Khan) that is particularly relevant to this cause and the idea of the RAT framework.
marianneedwards

ICT as a Chameleon - 4 views

In response to the study desk quiz, Is Technology making us anti social? The question was actually a set up. As I explained in my recent blog post https://mazzaedwards.wordpress.com it would be int...

started by marianneedwards on 15 Mar 15 no follow-up yet
djplaner

Understanding student weaknesses | Harvard Gazette - 3 views

news.harvard.edu/...derstanding-student-weaknesses

conceptualchange schema

shared by djplaner on 19 Feb 16 - No Cached
kmurray2016 liked it
  • It turns out that for most major scientific concepts, kids come into the classroom — even in middle school — with a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true
  • you had to explain what causes the change in seasons, could you? Surprisingly, studies have shown that as many as 95 percent of people — including most college graduates — hold the incorrect belief
  • If teachers are to help students change their incorrect beliefs, they first need to know what those are
  • ...3 more annotations...
  • Ultimately, Sadler said, he hopes teachers will be able to use the tests to help design lessons that change students’ incorrect ideas and help them learn science more quickly and easily.
  • One of the reasons for this is that teachers can be unaware of what is going on in their students’ heads, even though they may have had exactly the same ideas when they were students themselves. Knowledge of student misconceptions is a critical tool for science teachers
  • It ain’t what they don’t know that gives them trouble, it’s what they know that ain’t so
  • djplaner on 19 Feb 16
     
    Article describing research about student weakness in Science and its causes. Used as an optional reading during Week 1.
Michelle Thompson

EDC3100 Useful app for Ipad or resource on the web - 6 views

Thanks Taylor, I had a look at the website but there are minimal free apps and the rest require a paid subscription, unfortunately.

ictexamples EDC3100 resources education

started by Taylor Wilton on 01 Mar 13 1 follow-up, last by Michelle Thompson on 02 Mar 13
mattw_edu

Who am I? - The Beginning - 0 views

mattwedu.wordpress.com/...who-am-i-the-beginning

shared by mattw_edu on 10 Mar 16 - No Cached
  • mattw_edu on 10 Mar 16
     
    Hi everyone! My name is Matthew Westphal and I'm an on-campus student at the Springfield campus of USQ. I'm in my third year of studying (over the half-way mark of the degree, woo-hoo), and this is my first time taking this course, which I'm personally super excited for as I love all aspects of ICT!...
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