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Musings on the Middle Years of Education | from a Middle Years teacher & leader | Page 2 - 2 views

davidw.edublogs.org/2 education teacher blog middleyears toowoomba
shared by Katrina Beddows on 24 Mar 14 - No Cached
  • Katrina Beddows on 24 Mar 14
     
    David is a middle years teacher in Toowoomba working in a private school. David blog aims at the students, the parents of the students and other teachers ofcourse. A quick read of the blog shows David focusing on the students and their development, with blogs around behaviour management and reference to Maslow's theory on student environments. Other blog posts see David referring to TED talks and posting regular info-graphics to inspire his students for the week.
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Assessment: Assignment 1 - 29 views

usqstudydesk.usq.edu.au/...view.php
shared by Holly Hawkings on 03 Mar 13 - No Cached
  • Average length of blog posts at least 100 words.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
  • 60% or more of the blog posts contain links to online resources
    • djplaner
      djplaner on 03 Mar 13
       
      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)
  • More than two posts contain links to posts from other EDC3100 students.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • Nicole Hargreaves
      Nicole Hargreaves on 04 Mar 13
       
      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?
    • djplaner
      djplaner on 04 Mar 13
       
      Yes.
  • ...13 more annotations...
  • Spelling, grammar and vocabulary of a satisfactory standard with few errors.
    • djplaner
      djplaner on 04 Mar 13
       
      If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
  • he artefact is either too large or too small.
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • All resources appropriately attributed.
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • All three components are present and effectively integrated and aligned
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • There is significant misalignment between the three components.
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
  • The reasons are supported through effective use of models, theories and literature (both academic and professional).
    • djplaner
      djplaner on 04 Mar 13
       
      Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
  • Examples of ICT integration are used to illustrate the reasons, but with some limitations
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • 30-60% of the blog posts contain links to online resources.
    • djplaner
      djplaner on 05 Mar 13
       
      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/
  • Exceptional standard
    • djplaner
      djplaner on 05 Mar 13
       
      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.
  • At least 2 blog posts each week.
    • djplaner
      djplaner on 07 Mar 13
       
      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.
  • Use contextually appropriate example(s) to illustrate those reasons.
    • djplaner
      djplaner on 07 Mar 13
       
      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.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
  • Clearly describe your teaching context.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
    • Holly Hawkings
      Holly Hawkings on 11 Mar 13
       
      Hi, I was just wondering where we find this or when it will become available? Thanks, Holly 
  • Kellie Quirk on 10 Mar 13
     
    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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Connectivism: A learning theory for the Digital Age - 3 views

www.itdl.org/...article01.htm connectivism EDC3100
shared by Emma Smolenaers on 08 May 13 - Cached
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge
  • the connections that enable us to learn more are more important than our current state of knowing.
  • ...12 more annotations...
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital.
  • Learning and knowledge rests in diversity of opinions.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • Our ability to learn what we need for tomorrow is more important than what we know today.
  • When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
  • Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized
  • Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
  • Emma Smolenaers on 08 May 13
     
    Journal article about Connectivism (may be useful for Assignment 3 part B)
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What are ICTs?: How you use ICTs is important - 3 views

usqstudydesk.usq.edu.au/...view.php ICT edc3100
shared by Bridget Bell on 06 Mar 14 - No Cached
  • “while new digital technologies make a learning revolution possible, they certainly do not guarantee it” (Resnick, 2002 , p. 32).
  • in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004)
    • Fran Gemmell
      Fran Gemmell on 06 Mar 14
       
      This relates back to the toolbelt theory -  we need to be mindful of the purpose for which we are using ICTs and be open to new ways of doing things and new possibilities that ICTs might offer.
    • Kate Kermode
      Kate Kermode on 09 Mar 14
       
      Yes Fran I agree.. ICT's are fantastic tools within the classroom and can help with student engagement... but we must not forget the importance of tacticle objects and relating back to student context...
  • technologies by themselves have little scaleable or sustained impact on learning in schools” (Honey, McMillan & Carrig, 1999 in Hayes, 2003, p. 3)
  • ...1 more annotation...
  • valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
  • katrina carpenter on 06 Mar 14
     
    This is a bit of a perpetual cycle. Technology itself doesn't guarantee an education revolution but it certainly is the driving force for needing one. 
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Good Thinking! - Sending "Learning Styles" Out of Style - YouTube - 2 views

www.youtube.com/watch learningstyles theory
shared by djplaner on 17 Sep 16 - No Cached
  • djplaner on 17 Sep 16
     
    Video outlining the arguments against learning styles.
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The value of conceptual models: Theories are types of mental models - 1 views

usqstudydesk.usq.edu.au/...view.php
shared by Elise Green on 15 Jul 16 - No Cached
    • Elise Green
      Elise Green on 15 Jul 16
       
      Learning contexts are becoming very digitally driven and so is the future workplace- as a teacher it is our position to make the correct choices to approach our teaching to suit these digital worlds. No matter how new or uncomfortable.  
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Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. ... - 0 views

www.researchgate.net/...Theory_and_Practice_11_273-292
shared by djplaner on 07 Aug 16 - No Cached
  • The article calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic form of knowledge. It presents a view of PCK as a collection of teacher professional constructions, as a form of knowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic
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The Overselling of Ed Tech - Alfie Kohn - 2 views

www.alfiekohn.org/ed-tech whyicts whynoticts
shared by djplaner on 16 Mar 16 - No Cached
  • y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it
    • djplaner
      djplaner on 16 Mar 16
       
      'd sugest that "it depends" includes consideration of the "somewhere" in which it is being used. The class, the learners, the teacher(s), what is being learned..
  • But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency
    • djplaner
      djplaner on 16 Mar 16
       
      And here's #2 of the "big three".
  • Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
    • djplaner
      djplaner on 16 Mar 16
       
      The first of the "big three reason". As here, there are arguments aginst this particular reason, or at least for not having it drive the why (not) question
  • ...5 more annotations...
  • We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
    • djplaner
      djplaner on 16 Mar 16
       
      The "theory" method from the Why (not) framework can help inform this, but you do need to question your deeper assumptions about this question. Of course, the problem you face is that the "way things are done" impacts this greatly and can limit what you can question
  • Some people seem to be drawn to technology for its own sake — because it’s cool
    • djplaner
      djplaner on 16 Mar 16
       
      Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
  • Despite corporate-style declarations about the benefits of “innovation” and “disruption,” new forms of technology in the classroom mesh quite comfortably with an old-school model that consists of pouring a bunch o’ facts into empty receptacles
    • djplaner
      djplaner on 16 Mar 16
       
      i.e. horsey horseless carriage thinking
  • Far more common, in any case, are examples of technology that take for granted, and ultimately help to perpetuate, traditional teacher-centered instruction that consists mostly of memorizing facts and practicing skills
    • djplaner
      djplaner on 16 Mar 16
       
      This is where we can have some argument. There is some value in doing this type of stuff as long as there is amplification going on AND it's part of a broader move from traditional forms of learning to different types of learning. I'm also troubled by the "one size fits all" approach to this. "Nothing works everywhere".
  • According to an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.
    • djplaner
      djplaner on 16 Mar 16
       
      This is a danger
    • djplaner
      djplaner on 16 Mar 16
       
      There's nothing wrong with using ICT to make your job easier, but it shouldn't be the only thing you do with it
  • djplaner on 16 Mar 16
     
    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.
  • djplaner on 16 Mar 16
     
    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.
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"Teaching with technology integration" by Ping Liu - 4 views

ro.ecu.edu.au/6 research whyicts what examples primary ideas theory reasons
shared by djplaner on 17 Mar 16 - No Cached
  • the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction
  • They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs.
  • Variables such as influence of mentor teachers, technology access, skills, pedagogical competence and personal attitudes had an impact on their application
  • djplaner on 17 Mar 16
     
    Journal article documenting how 31 student teachers used ICT in schools.
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Confused? Don't worry because that can be a good thing - 1 views

theconversation.com/that-can-be-a-good-thing-64421 learningtheory theory
shared by djplaner on 15 Sep 16 - No Cached
  • The ideas presented feel like they make sense at the time. But if the ideas do not challenge us in a fundamental way, they might not be being processed deeply enough to lead to any lasting learning.
  • Such environments may lead us into having a false level of confidence in our understanding of complex concepts. Glossy, high production value resources have been shown to give people an inflated sense of understanding.
  • So a key way to harness confusion when you are challenged with new concepts or ideas, is to recognise that confusion exists. Be comfortable with this, but seek to resolve it
  • ...2 more annotations...
  • But our own research and that of others suggests that confusion, rather than being a negative, can actually be a productive aspect of the learning process.
  • The key is to ensure that when confusion occurs, it is recognised and it is not allowed to persist for too long
  • djplaner on 15 Sep 16
     
    Why there needs to be a bit of confusion in learning.
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Learning - 1 views

www.fotopedia.com/...flickr-2945113808 learningNow
shared by Eiren Thomas on 02 Apr 12 - No Cached
  • Eiren Thomas on 02 Apr 12
     
    Inspiration, nature, inquire, ask, knowledge, why, mentor, role model, theory, answer.

Theory Washing - 2 views

started by debgran on 02 Aug 15 no follow-up yet
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Blogs for education - Learning and Teaching - The University of Sydney - 0 views

sydney.edu.au/...blogs.shtml teaching
shared by Alison Alison on 13 Aug 15 - No Cached
  • Alison Alison on 13 Aug 15
     
    blog ideas. How to use them.
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Home of Choice Theory - William Glasser Institute - 0 views

www.wglasser.com
shared by David de Kroon on 25 Mar 14 - Cached
  • Educators: Are you a teacher who is overwhelmed by all the mandates of what you must do with your students that just doesn't seem humanly possible? Do you recognize that the way you were taught to teach only works for your top students?
    • David de Kroon
      David de Kroon on 25 Mar 14
       
      talking about Glasser model
  • David de Kroon on 25 Mar 14
     
    Leadership model
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Inclusion in the 21st-century classroom: Differentiating with technology - Reaching ev... - 10 views

www.learnnc.org/...6776
shared by u1044820 on 06 Mar 15 - No Cached
  • nat5brown on 08 Mar 15
     
    Enjoyed the video showing how technology can teach children in a fun and engaging way to learn but also requiring them to engage in real life problem solving, writing and reflection. Interesting how they chose to access the program from home too. That says a lot. I thought that this would be more middle years teaching. Do you think this could be used in Primary?
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EDC3100_2013_1: Applying Toolbelt theory to EDC3100 - 7 views

usqstudydesk.usq.edu.au/...view.php
shared by Megan Hale on 01 Mar 13 - No Cached
K Lobegeiger liked it
  • Scott
  • Scott reported
    • dayitd
      dayitd on 01 Mar 13
       
      Nice advantage taken of a learning opportunity David :)
    • Michelle Thompson
      Michelle Thompson on 07 Mar 13
       
      I agree. Can we have some more like this?
    • Megan Hale
      Megan Hale on 12 Mar 13
       
      And nice use of Diigo annotations! Examples everywhere!!!
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