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djplaner

Would-be teachers in for testing time for before graduation - 2 views

www.smh.com.au/...graduation-20140603-39h0y.html

literacy numeracy

shared by djplaner on 04 Jun 14 - No Cached
  • djplaner on 04 Jun 14
     
    NSW will apparently be the first of the states to introduce a literacy/numeracy test for pre-service teachers in 2016. Likely to see this spread over time.
  • Richard Gerrand on 04 Jun 14
     
    I remember a course examiner a few years ago saying that this test would likely apply to USQ pre-service teachers by the time we graduate. It seems like a good idea to me because I have seen teachers make simple, embarrassing grammatical and mathematical mistakes in class. I know that we all make mistakes, however there are some things that teachers should know by the time they leave university. A test at the end might, to some extent, uphold the standards that are expected from teachers.
tamarasteinhardt

NAPLAN - 11 views

Hi It will be interesting to see. For one of my children it will be a reality in a very few short weeks. Her highschool is a pilot school for NAPLAN testing online using their BYOD (an iPad). Will ...

started by lottie01 on 04 Apr 17 2 follow-ups, last by tamarasteinhardt on 18 Apr 17
Michelle Thompson

Nik's Daily English Activities: Create your own vocabulary tests - 2 views

daily-english-activities.blogspot.co.uk/...your-own-vocabulary-tests.html

Vocabulary tests edc3100 resources FFF education ictexamples digital citizenship technology sharing creating distributing recording

shared by Michelle Thompson on 26 Apr 13 - No Cached
  • Michelle Thompson on 26 Apr 13
     
    Create your own vocabulary tests using Wrd (and Wordle/Tagxedo) - instructions on Nik's Daily English Acitivities blog. This is from OZ/NZ educators diigo site.
w0067456

Five trends that jeopardise public education around the world - 0 views

theconversation.com/ucation-around-the-world-28969

standardised testing

shared by w0067456 on 05 Aug 14 - No Cached
  • w0067456 on 05 Aug 14
     
    Article about standardized testing.
belindaanstey

Products | www.multiplication.com - 3 views

www.multiplication.com/...worksheets

FFF

shared by belindaanstey on 05 Mar 13 - No Cached
  • belindaanstey on 05 Mar 13
     
    I use this resource alot during my planning, most of the resources are free, however, some resources like books you have to pay for. The website has pre-test quizzes, worksheets, online activities and games and printable flashcards
  • Carmen Gambe on 05 Mar 13
     
    I also found this website great last year when I was on Prac. I spent the whole two weeks taking the maths lessons and students responded well whenever I used it.
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

Blog early, blog often: the secret to making boys write properly - Education News - Edu... - 1 views

www.independent.co.uk/...ys-write-properly-2211232.html

blogging blog writing

shared by djplaner on 08 Jul 13 - No Cached
  • A pioneering approach adopted by a primary school in Bolton has seen a remarkable rise in pupils' test scores.
    • djplaner
      djplaner on 08 Jul 13
       
      Certain to be a strong reason for using blogging in the current educational climate that places a priority on test scores.
mrjbuchanan

Points | Flickr - Photo Sharing! - 2 views

www.flickr.com/...7075085533

learningNow

shared by mrjbuchanan on 15 Apr 12 - No Cached
  • mrjbuchanan on 15 Apr 12
     
    I know it's not what the picture is of, but to me it represents NAPLAN. The fact that we try to grade children who are as unique as a fingerprint with the same standardised tests still astounds me.
djplaner

FAMOUS ASTRONOMERS - 0 views

actualclassroom.com/...Home.html

digitalcitizenship

shared by djplaner on 10 Sep 12 - No Cached
  • djplaner on 10 Sep 12
     
    One tool to test/encourage students to check their sources, to look critically at the information they come across on the web.
djplaner

What If? - YouTube - 3 views

www.youtube.com/watch

youtube history

shared by djplaner on 05 Mar 12 - No Cached
  • djplaner on 05 Mar 12
     
    What would have happened if we had listened to these folk.  Will use a version of this in a lecture tomorrow.
  • ...1 more comment...
  • anonymous on 07 Mar 12
     
    That got me thinking.. I have held the view that by giving children one to one laptops from grade 4 will just create a generation that don't know how to write..
  • djplaner on 07 Mar 12
     
    Tallyn, my wife is currently studying for a big test, one that will take 5 or 6 hours. One of her biggest concerns is having to write with pen and paper for that long. Something she rarely does and knows will cause great pain in her hand. Let alone the pain caused to the marker by having to try and read my wife's handwriting. In 50 to 500 times there will be people laughing hard at us for thinking the ability to write with a pen was essential.
  • anonymous on 08 Mar 12
     
    You can almost picture your grandchildren laughing at you for picking up a pen and paper to write your to do list can't you?? It is an exciting time we live in though:-)) Good luck to your wife.. she will need a hand massage after that sized written test..
debgran

Using the TEST Framework | isabella.irvine - 0 views

isabellairvine.wordpress.com/...using-the-test-framework

shared by debgran on 06 Aug 15 - No Cached
    • debgran
      debgran on 06 Aug 15
       
      I have a similar problem. I have changed the digest to separate emails/posts so that I can save them to different folders but it creates more emails to go through.
djplaner

The Myth of Learning Styles - 3 views

www.changemag.org/...the-myth-of-learning-full.html

learningstyles myths

shared by djplaner on 23 Feb 15 - No Cached
  • So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions.
  • However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e.g., visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful.
  • However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students' cognitive strategies
  • ...4 more annotations...
  • a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction
    • djplaner
      djplaner on 23 Feb 15
       
      A good rule of thumb to consider when looking at reasons for changing teaching.
  • And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning.
    • djplaner
      djplaner on 23 Feb 15
       
      Some research that I need to follow up with and ponder how it might be integrated into EDC3100
  • We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners
  • we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to
  • djplaner on 23 Feb 15
     
    Good overview of what is wrong with learning styles.
marianasdiigo

test - 0 views

Don't know what I'm doing here so this is just a test to see what happens. My apologies.

EDC3100

started by marianasdiigo on 03 Mar 15 no follow-up yet
belindaanstey

8 Studies Show iPads in the Classroom Improve Education - 1 views

www.securedgenetworks.com/...he-Classroom-Improve-Education

shared by belindaanstey on 28 Feb 13 - No Cached
  • A research study, conducted in Auburn, Maine showed that Kindergartner students using iPads scored much higher on literacy tests than students that didn’t use the device
    • belindaanstey
      belindaanstey on 28 Feb 13
       
      Interesting to see! My brother has just starting using an Ipad at school and his literacy has improved so much
Tanya Little

The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views

where2now.wordpress.com/...the-tail-wagging-the-dog-again

shared by Tanya Little on 14 Mar 13 - No Cached
  • Once this program has been implemented, how do we measure our success?
    • djplaner
      djplaner on 14 Mar 13
       
      How will you measure the success of any attempt you make when integrating ICTs into your teaching?
    • Faeza ms
      Faeza ms on 18 Mar 13
       
      Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      Going on the last comment, I guess it goes back to 1 of the Postman's theory, about there being two sides to a story. For every advantage there is always a cost involved. How do you measure the success of ICT and what is the cost involved?
    • Brooke Clark
      Brooke Clark on 20 Mar 13
       
      I believe that you have succeeded in incorporating ICT's in your pedagogy when students are able to achieve outcomes that they may have otherwise struggled to achieve and when the ICT component adds to the learning experience rather than deducts from it.  When you make ICT the tool rather than the lesson.
    • Sue Day
      Sue Day on 20 Mar 13
       
      well stated! I agree on the importance of the ICTs being the tool!
  • Will any student learning objectives have even been considered? Eventually, maybe. But not until after the die has been cast, defining the hardware and software parameters that will make up “the solution”.
    • djplaner
      djplaner on 14 Mar 13
       
      This is the "technology tail" wagging the "education dog".  Technology first, learning second.
    • Teresa Morgan
      Teresa Morgan on 02 Apr 13
       
      I'm confused by this statement. Shouldn't learning come first and then technology to enhance the learning? I might just have to go back over and read this section again from week 3.
    • djplaner
      djplaner on 02 Apr 13
       
      "Tail wagging the dog" is meant to indicate that it is the wrong way around. In theory education should come first.
  • One would expect that any educational organisation whose primary purpose is the delivery of education, would have learning outcomes at the heart of any planning process considering the distribution of such a large allocation of money.
  • ...2 more annotations...
  • Why can’t we build our school ICT infrastructure plans around the learning needs of students, and create a quality teaching environment and professional development program that supports these needs, rather than the other way around?
    • Matthew Clarke
      Matthew Clarke on 19 Mar 13
       
      I'm a little confused? isn't this supposed to be what we are trying to do. If using the tool belt theory, aren't we meant to TEST, whether our ICT's are applicable and most appropriate?
    • sarah wittman
      sarah wittman on 22 Mar 13
       
      hear hear for the last highlight in this article
  • djplaner on 14 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • ...2 more comments...
  • Matthew Clarke on 19 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Brooke Clark on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Sue Day on 20 Mar 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
  • Teresa Morgan on 02 Apr 13
     
    Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution".  This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
djplaner

On Not Banning Laptops in the Classroom - Techist: Teaching, Technology, History, & Inn... - 0 views

techist.mcclurken.org/...nning-laptops-in-the-classroom

whyicts whynoticts research

shared by djplaner on 06 Aug 16 - No Cached
  • Those studies about the wonders of handwriting all suffer from the same set of flaws, namely, a) that they don’t actually work with students who have been taught to use their laptops or devices for taking notes. That is, they all hand students devices and tell them to take notes in the same way they would in written form. In some cases those devices don’t have keyboards; in some cases they don’t provide software tools to use (there are some great ones, but doing it in say, Word, isn’t going to maximize the options digital spaces allow), in some cases the devices are not ones the students use themselves and with which they are comfortable. And b) the studies are almost always focused on learning in large lecture classes or classes in which the assessment of success&nbsp;is performance on a standardized (typically multiple-choice) test, not in the ways that many, many&nbsp;classes operate, and not a measure that many of us use in our own classes. And c) they don’t actually attempt to integrate the devices into the classes in question,
  • I have plenty of conversations with students about how to take notes already. Most of the time their problem isn’t which device (pencil, laptop, phone, quill) they use to take those notes, but how to take them and how to use them to learn based on their own experiences, learning styles, and discipline
  • djplaner on 06 Aug 16
     
    While the post is focused on Universities, there are a number of interesting points. Perhaps of most interest is the explanation why much of the research claiming that taking notes by hand writing is better than using a laptop/table.
w0107730

Initial idea A2 - 8 views

Here is my initial idea for A2 Context *School is a small coastal rural school with approx 250 students. There is 2 year 2 classes. The school has accessing to the following resources (ipads, comp...

draftUoW year 2 science

started by w0107730 on 24 Aug 15 no follow-up yet
Joanne Elliott

Google Image Result for http://farm3.static.flickr.com/2474/3661497773_5c91342970.jpg - 7 views

www.google.com/imgres

learningNow

shared by Joanne Elliott on 18 Mar 12 - No Cached
  • Joanne Elliott on 18 Mar 12
     
    I still feel at times its about pouring in the knowledge to achieve the result especially the prac I completed during Naplan testing
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