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Teachers: What's Your Motto in the Classroom? | Edutopia - 2 views

www.edutopia.org/...-motto-classroom-elena-aguilar EDC3100
shared by sandra2812 on 20 Mar 15 - No Cached
  • sandra2812 on 20 Mar 15
     
    The Week 2 activity in asked What's your pedagogy? got me thinking, I decided that building relationships with my students was extremely important to me. I agree with this article and Elena Aguilar shares a very similar pedagogy, her classroom is not just individual students, it's a community in which everyone belong
  • leonardf on 21 Mar 15
     
    Awesome question! I have a number of motto's but I think one stands tall amongst them all. We are all equal and put downs of course are not to be tolerated but I believe more focus on student fear of failure resulting in a lack of effort to succeed. There will be times in our career where we will witness students losing motivation due to ridicule from peers or even self-ridicule. More than once I have heard in a maths classroom a student admitting, "Oh I'm not good at maths", even when I can see that they are quite capable. Effectively the student is giving themself permission to fail. My moto is "THANKS FOR CORRECTING ME!" Too often students fear answering a questions in case they get it wrong, and some students will abuse others for their mistakes. It is a cultural attitude that is in the workplace as well as the classroom. If someone voices that they have discovered a mistake you have made, then that gives you the opportunity to correct yourself. If you cannot see the error, then it is an opportunity for them to teach you something new. It doesn't matter which way you look at it, mistakes should be celebrated as a collaborative learning opportunity, and as teachers we should encourage this. Olympic gold medal winner Adam Kreek talks about happy failure and emergence: https://www.youtube.com/watch?v=H8P7Ni1NwB0

Flickr - 0 views

started by Marnie McGillivray on 05 Mar 13 no follow-up yet
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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
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busythings.co.uk - online educational games for children at home or at school - 2 views

www.busythings.co.uk FFF earlychildhood EDC3100 resources
shared by Kate Petty on 15 Mar 13 - Cached
  • Kate Petty on 15 Mar 13
     
    A great site for Early Childhood interactive games over a wide range of curriculum domains.  Yes it does cost but have a go at the free trial and see what you think.
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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
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be you. | a quiet revolution - 5 views

redefineschool.com assigment1 ictexamples
shared by djplaner on 13 Mar 13 - No Cached
  • djplaner on 13 Mar 13
     
    An example of a different approach for the assignment 1 artefact that came through my feeds today.  It's a Wordpress blog that has been used to create a "presentation through hypertext of an alternative vision for a school". Not only is this a good example of trying something different in a webs ite.  It is about re-thinking education influenced, in part, by some of the factors we're talking about in this course. FYI, the clickable image on the front page is implemented using what is called an "imagemap".  Google that term and you'll find some resources/tools that can help
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HOW CHILDREN USE THE INTERNET - 1 views

ictandstudents.edublogs.org/...howchildrenusetheinternet EDC3100 resources education ictexamples digitalcitizenship edc3100redesign
shared by Alannah Young on 19 Mar 13 - No Cached
  • Alannah Young on 19 Mar 13
     
    I found this while looking for statistics on children using computers. Would love your thoughts on what you think? I couldn't believe the statistics. Had to really think about it, and I am a tad worried with the results! check out my blog for the results on how children use the internet.
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Think Draw - Create and Rate Pictures Online - 1 views

www.thinkdraw.com/?t1 think draw pictures online resources
shared by Kate Petty on 20 Mar 13 - No Cached
Faeza ms liked it
  • Kate Petty on 20 Mar 13
     
    Interesting drawing resource found by accident.
1More

Poisson Rouge . Red Fish Soup . Games for Children . Jeux pour Enfants - 1 views

www.poissonrouge.com interactive children learning French EDC3100 resources FFF ictexamples play-based games activities music numeracy literacy sharing distributing HOTS criticalthinking inquirylearning discoverylearning ECE earlychildhood specialed
shared by Michelle Thompson on 25 May 13 - Cached
  • Michelle Thompson on 25 May 13
     
    Fantastic site for ECE and Special Ed that encourages critical thinking. Has a vast range of activities from music to maths to more, that are very play-based and mostly educational. Take a look Special Ed and Early Childhood people!
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High School Student, Jeff Bliss gives a lesson to his teacher at Duncanville, TX - YouTube - 1 views

www.youtube.com/watch digitalcitizenship teaching
shared by djplaner on 10 May 13 - No Cached
  • djplaner on 10 May 13
     
    A video doing the rounds in which a US high school student complains bitterly about the teaching approach used. i.e. hand out packets, read. He wants the teacher to teach, to engage the students. A lesson there about what's acceptable teaching strategies. But more broadly, there's a lesson here about the spread of smart phones with video. What happens in your classroom can be recorded and made public.  The classroom may not be as private as you think. A typical knee-jerk response may be to ban the use of device. What are the chances of that actually working? How well has it worked in schools today? What about using these tools as part of student learning?
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Room 13 International | An international community of creatives - 2 views

room13international.org
shared by jenni brown on 27 Apr 13 - No Cached
  • jenni brown on 27 Apr 13
     
    I think art is like technology, it allows students to create and manipulate tools, this website has managed to combine the power of both
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Sage on the Stage or Guide or the Side: Finding the Middle Ground - 1 views

shayharvey.edublogs.org/...side-finding-the-middle-ground lecture1 pedagogy
shared by djplaner on 20 Feb 13 - No Cached
  • White et al, argues that the belief systems of teachers form a barrier to new techniques and pedagogy. Moreover, they highlight research that indicates that the teaching style of individual teachers tends to reflect the “manner that they were taught during their own educational experiences (White et al, 2008, p. 41). As a result, White et al indicate that many teachers implement ideas based on their own experiences within a traditional, teacher-centred pedagogy.
    • djplaner
      djplaner on 20 Feb 13
       
      One of the reasons for the EDC3100 approach
    • djplaner
      djplaner on 20 Feb 13
       
      i.e. to give you an experience of something different.
  • where the teacher is still able to be a knowledgeable guide but also a co-creator of knowledge.
  • ...1 more annotation...
    • djplaner
      djplaner on 20 Feb 13
       
      Important point, I am learning as much from teaching this course as you are from taking it.  
  • djplaner on 20 Feb 13
     
    Blog post reflecting on the comparison between teacher as sage, guide and meddler. Some interesting things to say how we teach.  Will use in lecturer 1 2013 (I think). Also has some interesting references on the benefits of video.
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Salinger - Imgur - 4 views

imgur.com/zu3cz ictexamples storing distributing english highschool
shared by djplaner on 24 Feb 13 - No Cached
  • djplaner on 24 Feb 13
     
    Images of type-written letter from JD Salinger - the author of "The Catcher in the Rye" - explaining why he thinks the novel cannot be made into a movie.
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Excuse Me Mrs B - 2 views

www.excusememrsb.com.au Early Childhood education resources support
shared by anonymous on 09 Mar 16 - No Cached
  • anonymous on 09 Mar 16
     
    A teacher of Early Childhood who I cherish. She is so passionate about Early Childhood Education and shares such amazing resources and articles that challenge your thinking. She shares stories, experiences, developmental information and so much more!
1More

Sub Grab-Bag: What Every Substitute Teacher Should Have - Teacher Created Tips - 1 views

www.teachercreated.com/...substitute-teacher-should-have EDC3100 resources prac teaching education
shared by hellom4 on 23 Aug 16 - No Cached
  • hellom4 on 23 Aug 16
     
    A good-starting point to get thinking about what you could bring to prac or for relief-teaching. Add your own ideas to the list.

Other alternatives to scratch EDX4130 - 2 views

started by anonymous on 04 Jun 13 no follow-up yet
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