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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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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.
1More

QuadBlogging | "In terms of young children developing as writers this is the most inter... - 1 views

quadblogging.net edc3100 blogging bim bimstrategies
shared by djplaner on 29 Apr 12 - No Cached
  • djplaner on 29 Apr 12
     
    A project where your class can be allocated three other classes from around the world to act as an audience for your class' blog.
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Do Learners Really Know Best? Urban Legends in Education - Educational Psychologist - V... - 3 views

www.tandfonline.com/...00461520.2013.804395 research myths
shared by djplaner on 10 Sep 13 - No Cached
  • djplaner on 10 Sep 13
     
    research paper that takes a look at three urban legends of educators: 1) digital natives; 2) learning styles, and 3) Learners as self-educators
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The Digital Classroom - Smart Classrooms - 6 views

education.qld.gov.au/...digital-classroom.html ict learning
shared by KiraLee Barnett on 02 Aug 13 - No Cached
  • Michelle Newton on 02 Aug 13
     
    These placemats are an excellent resource for teachers and students alike.
  • KiraLee Barnett on 22 Mar 14
     
    These three learning placements have a great deal about ICTS and teaching in a classroom
1More

File Cabinet - Act 1 - 101qs - 1 views

www.101qs.com/518-file-cabinet--act-1 ictexamples 101qs mathematics math
shared by djplaner on 17 Apr 14 - No Cached
  • djplaner on 17 Apr 14
     
    One of the examples from the 101 questions website. All of the examples are based on the use of ICTs to pose a mathematical question to students that will perplex them, that will get them to ask questions. Uses a three act model for the lesson where Act 1 is the "perplexor".
1More

Algorithmic skin: health-tracking technologies, personal analytics and the biopedagogie... - 2 views

www.tandfonline.com/...13573322.2014.962494 hpe ehpe edc3100redesign
shared by djplaner on 16 Jun 15 - No Cached
  • djplaner on 16 Jun 15
     
    Journal paper talking about "digitized health and physical education". "The emergence of digitized health and physical education, or 'eHPE', embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms 'do things' in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a 'biopedagogy' of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an 'algorithmic skin', connected to a wider 'networked cognitive system'. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies."
1More

Three Video Games That Teach Programming Through Play | MindShift - 1 views

blogs.kqed.org/...-programming-through-game-play EDC3100 education programming teach coding curriculum
shared by staceymkruse on 03 Sep 14 - No Cached
  • staceymkruse on 03 Sep 14
     
    An interesting article that discusses briefly teaching students code, with some examples of games that authentically teach code. Have just seen elsewhere that coding is being increasingly included in curriculums overseas (even as early as foundation year) and is most certainly an issue that will be raised with the Australian curriculum.
33More

What is TPACK? | Teaching Teachers for the Future - 10 views

www.ttf.edu.au/...what-is-tpack.html TPACK teaching education
shared by Anna Murphy on 07 Mar 13 - No Cached
  • Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)
    • djplaner
      djplaner on 07 Mar 13
       
      Perhaps the core of what this course is trying to achieve - develop and bring together knowledge of subject material, good learning and technology
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      I take it you mean the 'core of what this course is trying to achieve' :) and I agree.
    • anonymous
      anonymous on 13 Mar 13
       
      We are lucky to be learning how to integrate technology into our pedagogy NOW. If I had done a teaching degree when I first left school I would probably be a very different teacher.
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      This statement links TPACK nicely for me.  
  • We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      I love the first sentence. I would class an expert teacher as one who covers all PCK in a way that engages students' full attention.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      I love this first sentence too, it is so meaningful and fully grasps the importance of being a great teacher versus an ok teacher. 
    • Faeza ms
      Faeza ms on 13 Mar 13
       
      Agreed, in addition I find the last part of the paragraph insightful. The expert teacher transforms subject content and makes it accessible to individual learners. The idea that the teacher uses their content knowledge and their pedagogic knowledge to integrate technology in such a manner that it transforms content so as to meet individual needs. I find this conceptual picture of an expert teacher very inspirational.
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      Faeza, your comment about transforming content to meet individual needs struck a cord with me.  Thanks.
  • We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
  • ...6 more annotations...
  • In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).
    • Michelle Thompson
      Michelle Thompson on 10 Mar 13
       
      Absolutely, this is the crux of what we should be doing as educators - not just trying to make it fun, but fulfil the curricula requirements in such a way that it is engaging and meets standards.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      I also think that this underpins exactly what we need to do as teacher, to be able to create engaging and interactive lessons that not only meet the criteria of the curricular but are interesting and useful for the students using methods that excite and engage. 
    • Sue Day
      Sue Day on 12 Mar 13
       
      The last part of this statement,to me, means constructing knowledge by building on learning that has already taken place- using engaging and age appropriate tools.
    • Faeza ms
      Faeza ms on 13 Mar 13
       
      I find the idea of finding an appropriate tool for the task to be crucial. An appropriate tool will engage and enhance the learning experience, an inappropriate tool could lead to negative experiences and negative attitudes towards technology.
    • Vicky Heng
      Vicky Heng on 17 Mar 13
       
      Yes, this is exactly what educators today need to do! However, I think it's going to be a challenging one. It needs experiences and effort to make this happens in our teaching. 
    • Michelle Brown
      Michelle Brown on 03 Apr 14
       
      I think the Possum Magic Video demonstrates a creative use of technology that makes learning engaging and fun for students and teachers!
  • In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology)
  • ICT is also transforming pedagogy by providing new ways to engage learners.
    • Holly Hawkings
      Holly Hawkings on 10 Mar 13
       
      I think this shows the importance of ICT in teacher and how all teachers should be looking and engaging in ways to integrate ICT into their teaching.
    • Candace Merriman
      Candace Merriman on 11 Mar 13
       
      To me, this suggests that while ICT continues to transform, the current teachers and up-coming teachers such as ourselves have to modify our teaching pedagogy to incorporate these ICT's to engage the students and get them excited to learn through integrating the 'new' technology devices
    • Amanda Stokes
      Amanda Stokes on 13 Mar 13
       
      ICT I feel it the way of the future, technology is always evolving and change and we must do the same. If this means changing the way in which we educate the students then that is what we must do. I am learning so many new things with this course and feel that Im beginging to learn new ways in which I can enrich the students learning.
    • Kellie Quirk
      Kellie Quirk on 14 Mar 13
       
      This is such a powerful statement and really cements the importance of integrating ICT's into our teaching and learning. It is the way forward for engaging students and enhancing their learning journeys
    • Kate Petty
      Kate Petty on 17 Mar 13
       
      Engaging learners in new ways, and ways that suit their individual needs, is the heart of what using ITCs to transform teaching and learning is all about.
    • Margaret Johnson
      Margaret Johnson on 07 Apr 14
       
      it has transformed pedagogy by enabling learning to be inclusive
  • deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK
  • hands-on learning
  • new ways to access and process knowledge
  • djplaner on 07 Mar 13
     
    Brief intro to TPACK that will be included in the week 3 material
  • ...1 more comment...
  • Aaron Nganeko on 11 Mar 13
     
    Expert teachers/deep knowledge of subject/understanding of what is good learning all sums up what this course and the past courses I have been involved with for the past three years have shown me however there is still alot to learn.
  • anonymous on 13 Mar 13
     
    Brief intro to TPACK that will be included in the week 3 material
  • Anna Murphy on 15 Apr 14
     
    "WHAT IS TPACK? Technological Pedagogical Content Knowledge (TPACK)"
18More

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
1More

The Australian Curriculum - 1 views

www.australiancurriculum.edu.au/...Introduction EDC3100 resources education
shared by Shari Kath on 11 Mar 13 - No Cached
  • Shari Kath on 11 Mar 13
     
    ACARA's implementation of the Australian Curriculum will enable students an equal and enriching education throughout the nation. As a future educator and studying for the past 4 years education, it is enlightening to know that in the near future, Australia as a nation will have one type of education for all states. The Australian Curriculum will enable teachers to travel throughout Australia, be able to provide students with a consistent learning experience, and will endeavor to advance and push students in a positive direction. I am all for the Australian Curriculum and am excited to know that this is the way that education is heading. The equality of the Australian Curriculum not only for educators as well as students, but for parents, knowing that their children will benefit from equal learning opportunities. The Learning Areas for the Australian Curriculum currently include: English, Mathematics, Science and History. General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. They play a significant role in realising the goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) - that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens. The Australian Curriculum includes seven general capabilities: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding. http://www.australiancurriculum.edu.au/File/C26D8605-FAA2-4B40-BE10-A15500EE1EB6. Accordingly, the Australian Curriculum must be both relevant to the lives of students and address the contempor
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Teaching Teachers for the Future - 6 views

www.ttf.edu.au EDC3100 resources ictexamples digital citizenship education earlychildhood
shared by Kim Halter on 21 Mar 13 - No Cached
  • Kim Halter on 21 Mar 13
     
    This is a great website that I found, it is primarily set up for Pre-Service Teachers to help them build their ICTE (Information, Communication and Technology in Education) capabilities. It even has little packages that you can log into the site with your Scootle account and look at practical hints and tips on integrating ICTs into your lessons in English, History, Maths and Science. Easy to use and quite informative. Has a lot of information about TPACK too :) the packages come in three areas, early childhood, upper primary/lower secondary and years 9/10. There is even reflective video clips from Pre-Service Teachers that have used these packages.
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Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Con... - 1 views

jte.sagepub.com/...260.abstract history students edc3100 resources Education knowledge content learning
shared by emmad1810 on 02 Aug 16 - No Cached
  • emmad1810 on 02 Aug 16
     
    Given students' preconceptions of history as fixed information, cultivating students' interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice history teachers construct tasks that demand students' interpretive and evidence-based thinking and attend to such thinking in their field placements while being taught to do so in their methods courses. Analysis of methods course assignments, student teaching observations, and assessments of candidates' disciplinary knowledge led to the construction of three cases of novice teachers' efforts to teach these ways of thinking to their students. The one novice who attended to her students' interpretive and evidentiary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations and gave general prompts to provide evidence in support of students' conclusions. This study highlights the role of preservice teachers' disciplinary understanding and pedagogical content knowledge in developing students' interpretive and evidentiary thinking in history classrooms.
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PCK (not just another acronym) - 2 views

teacherintransitblog.wordpress.com/...pck-not-just-another-acronym EDC3100 resources PCK English
shared by jasminhenery on 17 Apr 16 - No Cached
  • jasminhenery on 17 Apr 16
     
    I found three articles useful in my quest for PCK-knowledge, not all specific to English learning, but mentioning aspects of literacy. In this blog post I briefly discuss them but you should read the original journal articles for yourself, they may come in handy for your 500 word rationale!
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PCK History - 8 views

www.schoolleadership20.com/...looks-like-in-history-classroo pck content
shared by badgermac on 08 Aug 13 - No Cached
  • djplaner on 08 Aug 13
     
    Summary of this journal article ""Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years" by Chauncey Monte-Sano and Christopher Budano in The Journal of the Learning Sciences, April-June 2013 (Vol. 22, #2, p. 171-211)"
  • badgermac on 09 Aug 16
     
    What Pedagogical Content Knowledge Looks Like in History Classrooms - School Leadership 2.0
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Three Ring | An App for Teachers to Create Educational Portfolios of Student Work with ... - 10 views

threering.com portfolios assessment app
shared by anonymous on 11 Apr 12 - No Cached
  • anonymous on 18 Apr 12
     
    An app with a movie recorder, camera and audio recorder to store and collect student's learning and work samples.. I plan to use this app on my iPhone or iPad during my prac with a grade 1 class.. 
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