Group items tagged

Age bracket - Prep- Year 2 Science - English learning area I think this is great, especially as it has the Hungry caterpillar story incorporated as well as using the video story you could use the hard copy of the book as well great theme for the lessons. The only problem I see having is if there are any technology issues with the whiteboard to prevent from using. Otherwise I think this is an excellent resource.

I just completed my assignment 2 on year 4 science.. I thought this was rather fitting. I like how it has numerous games that containers audio aswell. Only problem I can see is that it clearly wouldn't work if the IWB or the stick wasn't working.

Class Dojo is often held up as a good example. This post offers a good critique of Class Dojo and the problems it creates. There are also some suggestions about what you can do instead.

A Year 9/10 teacher describes how he's created a "Monopoly board" on a Wiki to help teach research skills and critical thinking.

A blog post (was an article) making the argument that blogging is now an essential literacy. Includes many of the arguments why EDC3100 students are required to blog. It's now just about the end of the S1, 2015 offering of EDC3100. I wonder what the folk in that offering think of this and blogs. I know I've seen a few express some disquiet about the value of blogging.

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.

"Working with C2C With prac coming up, I guess everyone is thinking about writing lesson plans and what they are going to do. This was always on my mind before my last prac at a Primary school. However, when I turned up, I learnt that the teacher used C2C and that all the lesson plans were already written […]"

That must have been frustrating for you but please understand writing unit plans is an important skill and will help you engage with the curriculum and develop as an educator.

Google is rarely used properly - by students or teachers. It's more powerful than you think. This is a short video 1.34mins - it could save you a lot of time.

A student shares her PKM system/process. Yours may be very different, but making yours explicit, thinking about and refining it is important

Brisbane-based high school teacher and ex-EDC3100 student reflects on the "digital divide" that exists its origins and a way forward. Has direct implications for you, what do you think of it?

One page summarising a talk about the design of online courses. Perhaps not directly related to EDC3100 students, though schools are increasingly having online spaces for classes. But it is an example of an "online artefact" (think Assignment 1). It is also an example of the value of knowing why you're doing something, especially with ICTs. Has links to academic papers supporting some of the practices espoused. Also raises some questions around the design of the EDC3100 study desk.

This Blog argues against the need to teach 21st century skills. It's a little controversial, what do you think?

I read a very interesting article written by Joke Voogt (the Netherlands), Chris Dede (USA).Ola Erstad (Norway), which discusses the importance of ICTs in 21t century learning. They reiterated on the topic that "rapid development of information and communication technologies (ICT) are continuously transforming the way in which we live, work and learn." They explored they skills that are required for living and working in the 21st century: collaboration, communication, digital literacy, citizenship, problem solving, critical thinking, creativity, productivity. I agree with Voogt and Dede when they say that "an important change has taken place in the way new digital tools and collaborative environments have enhanced learning, from an emphasis on reproducing information and content to content creation and sharing in virtual environments, which some describe as a remixing culture. There are 3 main literacies that we need to develop: Technological literacy (to be aware of the interplay between technology and society), ICT literacy (the skills needed to make effective and efficient use of ICT) and Information literacy (the capacity to access information efficiently and effectively) (Voogt and Dede, 2011). I think the biggest statement that they make is "using ICT to shift our educational structures from industrial era schools to new types of 21st century formal educational models is important" (Voogt & Dede, 2011). I believe schools are now on the edge of this shift, but some educators are reluctant. I mean to make that shift, to evaluate how I use ICTs in the classroom and how I use them to transform learning, not just to use them as 'add-ons'.

Thought this might be an interesting read for you. I think there are some pretty good reasons in this article to be using ICTs in the classroom. And some of them might seem crazy now, but a little story.....before ATMs were around, my dad (and I'm sure others of his generation) saw the ATM concept on a documentary and said, "That's ridiculous, no-one is going to go to a hole in the wall to get money out", I still laugh about it.

Semester 2, 2013 reading - Week 1. Defining ICTs.  

Blog for a secondary history teacher from Western Australia

A nice little resource ... Could use in either English or Ancient History. I think that it would work better for Ancient History though in terms of content.

Overview of a longer PDF "Guide to Digital Games and Learning" that provides a good starting point if you're thinking of incorporating games into your learning and teaching

Article from the New York Times talking about how some of their (quite amazing) photos can be used in a class setting. Lots of advice on how.