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tractrav

Unit of work crtiteria for Prep English - 0 views

The specific learning area I am going to focus on for my unit plan will be English from the Australian Curriculum. Below are the following learning outcomes: CONSTRUCTING: Recognise that texts ar...

draftUoW; yearF; English

started by tractrav on 18 Aug 15 no follow-up yet
djplaner

Moodle Monopolife | Human - 2 views

human.edublogs.org/...moodle-monopolife

ictexamples transformation

shared by djplaner on 22 May 15 - No Cached
  • djplaner on 22 May 15
     
    A Year 9/10 teacher describes how he's created a "Monopoly board" on a Wiki to help teach research skills and critical thinking.
Suzanne Usher

Workforce transformation: How to future-proof your job - Yahoo7 Finance Australia - 0 views

au.finance.yahoo.com/...job-in-10-years-234719980.html

shared by Suzanne Usher on 07 Sep 15 - No Cached
  • According to KPMG demographer Bernard Salt, the great challenge of the future will be for workers to embrace huge change.
  • Salt says that while all workers will need technology proficiency, it is in fact ‘soft skills’ that must be taught to Australian children. ‘This is the skill of being fluid, flexible, agile, social,” Salt told Yahoo7 Finance.
  • Suzanne Usher on 07 Sep 15
     
    A more in-depth version of the same article, about technology-inspired changes to Australian jobs. A big push for a growth-mindset. 
Leigh Campbell

What are ICTs?: A Queensland View - 10 views

usqstudydesk.usq.edu.au/...view.php

shared by Leigh Campbell on 08 Jul 13 - No Cached
  • technologies that are used for accessing, gathering, manipulating and presenting or communicating information
    • djplaner
      djplaner on 08 Jul 13
       
      Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching?
    • Justene Webb
      Justene Webb on 17 Jul 13
       
      For me personally I have seen many of these technologies being used in learning and teaching. Eg - The use of Ipads and computer labs, using the smart board to do internet searches as a whole class by encouraging the students to think about key words relating to what they are researching, and using a software application called Tux Paint to re-create a story scene as an extension from an English project.
  • ICT tends to mean computers and their peripheral devices
    • djplaner
      djplaner on 08 Jul 13
       
      This is no longer the case. Mobile phones, tablets, bee bots and the integration of ICTs into a range of devices is moving beyond just computers
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      I totally agree.  Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks.
    • Colleen Lenehan
      Colleen Lenehan on 23 Jul 13
       
      I thought that was the old definition of ICT and that its new definition embraced anything that was available for communication purposes, storing data, gathering it, sharing it, etc. as seen in the Hello Kitty video. I fully support the idea that ICT is not regarded as a piece of equipment but it should be a way of life where it is a/any tool used for whatever is required so rather than thinking how we can incorporate ICT into the school curriculum, it should simply be one of the avenues used by students to achieve what they want to achieve.
  • what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
    • djplaner
      djplaner on 08 Jul 13
       
      It's important how technology is used. What impact it has on learning. Using technology is not enough
  • ...4 more annotations...
  • While the computer is itself not a catalyst, its valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
    • djplaner
      djplaner on 08 Jul 13
       
      The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      Yes, the classroom that I work in has a little down syndrome girl who uses an iPad for communication.  I know of another class who has a student diagnosed with dyslexia and he uses a computer for typing up all his work.
    • Michelle Newton
      Michelle Newton on 24 Jul 13
       
      What a great example of differentiation and inclusion.
  • a similarly disparate and motley collection of machines of different capacities and configurations may be being used by students and be constituting the learning environment
    • djplaner
      djplaner on 09 Jul 13
       
      It is 8+ years since Lloyd wrote this piece. In very recent times we've seen the Digital Education Revolution - where many students were given laptops - but that is now slowly moving onto the BYOD (bring your own device) era. An era where students are allowed (of if they are not, they still do anyway) their own devices (phones, tablets, computers). It's likely that BYOD is likely to end up with "a similarly disparate and motley collection of machines of different capacities and configurations", what are the implications for teaching?
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      Surely this would encourage discrimination between the students with everyone knowing who had expensive/cheap computers with out of date/the latest versions of software packages. That being the case then it will increase the difficulty of the teacher to both teach ICT and allow the students to use their own forms of ICT. Firstly, because more recent software packages allow greater flexibility (usually) so some students will be physically capable of more complex software usage and also it would be a lot harder to guage what all students are doing on their ICT equipment as a quick glance will not necessarily let the teacher know where each student is at with their work.
  • The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
    • Kate Dugdale
      Kate Dugdale on 20 Jul 13
       
      I work in a school that has recently rolled out Samsung slates to all students in grades 4-6.  Next year they are going to roll them out from grade 7-12, and then, the year after in grades P-3.  They have also commenced using a program called D2L (Desire to learn), to deliver the content to students.  It has been very interesting to see how different teachers have coped with the changes.  Some embrace it and have done an amazing job of incorporating it into their teaching, while others have resisted the changes and really struggled with incorporating it into their classrooms.  No matter what ICTs the school has available it seems, to me anyway, that the teacher will be the crucial factor as to whether these ICTs are used successfully and appropriately.
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      I agree with you, Kate. When people resist what has to be done, then there is no creativity or extensions or allowing the students to be risk takers themselves. This is borne out by Toomey (2001) when part of his definition of ICT actually includes "manipulating" and "communicating".
  • There is no standard school configuration of machines
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      How true is this... I have been to a few schools for prac and each school has a different focus on ICT.  One school I attended had a computer lab, put the screens were the good old huge dinosaur ones.  Then another school I attend had two computer labs full of up-to-date computers with flat screens etc.  It's a same that schools aren't all the same.
    • Leigh Campbell
      Leigh Campbell on 24 Jul 13
       
      I agree Donna, unfortunatley that's where funding and grants come into it as well as the hard work of the fundraising activities, sometimes the budget focus is on other areas as well. Access and equity in relation to current technology is a major issue in educational equality and very topical too.
  • djplaner on 08 Jul 13
     
    Semester 2, 2013 reading - Week 1. Defining ICTs.  
djplaner

Not Your Daddy's Science Classroom! : USA Science and Engineering Festival: The Blog - 1 views

scienceblogs.com/...your_daddys_science_classr.php

science transformation

shared by djplaner on 11 Mar 12 - No Cached
  • djplaner on 11 Mar 12
     
    Some descriptions of the very different things ICTs are enabling in modern science classrooms
djplaner

Will technology replace teachers? No, but ... | Edutech - 0 views

blogs.worldbank.org/...tech-and-teachers

edc3100 edc3100redesign

shared by djplaner on 05 Feb 16 - No Cached
  • In no education system around the world where I have worked has the introduction of new technologies made teachers less vital or central to the teaching and learning process. On the contrary: As dust settles after new equipment arrives in schools (and eventually begins to work, more or less), and the initial hype around the potential for quick 'transformational change' subsides, the role of the teacher is almost always more central, indeed fundamental, than it was before the introduction of technology.
  • New technologies can, and no doubt eventually will, replace many of the routine administrative tasks typically handled by teachers, like taking attendance, entering marks into a grading book, etc
  • Machines (perhaps even "teaching machines") may also handle some of the routine, low-end cognitive tasks (e.g. posing multiple-choice questions and grading tests) that teachers currently perform
djplaner

The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views

www.nytimes.com/...it-works-and-what-it-does.html

digital

shared by djplaner on 27 Feb 16 - No Cached
  • Whether it is solving a differential equation on the motion of charged particles or keeping track of a nuts-and-bolts inventory, the digital computer functions fundamentally as a numerical transformer of coded information. It takes sets of numbers, processes them as directed and provides another number or set of numbers as a result
  • Among the characteristics that make it different are the flexibility with which it can be adapted generally to logical operations, the blinding speed with which it can execute instructions that are stored within its memory, and its built-in capacity to carry out these instructions in sequence automatically and to alter them according to a prescribed plan.
  • Despite its size and complexity, a computer achieves its results by doing a relatively few basic things. It can add two numbers, multiply them, subtract one from the other or divide one by the other. It also can move or rearrange numbers and, among other things, compare two values and then take some pre-determined action in accordance with what it finds.
  • ...7 more annotations...
  • For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
    • djplaner
      djplaner on 27 Feb 16
       
      Increasingly there are algorithms that mean that the computer doesn't need to be told what to do. It is capable of learning. For example, in the past computers couldn't drive cars on the road. To do this the computer would have to be told how to do everything - accelerate, turn, how far to turn etc. The new algorithms are such that a computer (actually probably many computers) can drive a car without being told what to do (not a perfect analogy, but hopefully useful)
  • If the data put into the machine are wrong, the machine will give the wrong answer
  • Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
  • o specify 60,000 instructions
    • djplaner
      djplaner on 27 Feb 16
       
      Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
  • This requires an input facility that converts any symbols used outside the machine (numerical, alphabetical or otherwise) into the proper internal code used by the machine to represent those symbols. Generally, the internal machine code is based on the two numerical elements 0 and 1
    • djplaner
      djplaner on 27 Feb 16
       
      This applies to any data that an ICT uses - pictures, sound etc. It has to be converted into 0s and 1s (binary digits) that software can then manipulate
  • The 0's and 1's of binary notation represent the information processed by the computer, but they do not appear to the machine in that form. They are embodied in the ups and downs of electrical pulses and the settings of electronic switches inside the machine
  • The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
    • djplaner
      djplaner on 27 Feb 16
       
      This is the bit of the ICT that does the manipulation. Everything you do to manipulate data (e.g. apply Instagram filters) is reduced down to operations that an arithmetic-logic unit (ALU) - or similar - can perform
  • djplaner on 27 Feb 16
     
    An "ancient" (1967) explanation of how a digital computer works - including some history.
djplaner

Crawling Out of the Classroom | As I begin a year of transformation as a teacher, I am ... - 4 views

crawlingoutoftheclassroom.wordpress.com

teachers teacherblogs literacy

shared by djplaner on 01 Mar 15 - No Cached
  • djplaner on 01 Mar 15
     
    Blog of a 5th grade literacy teacher near Chicago.
tamarasteinhardt

Tamara's Technology Time - 7 views

tamarasteinhardt.wordpress.com

shared by tamarasteinhardt on 06 Mar 17 - No Cached
mitch64 liked it
  • tamarasteinhardt on 06 Mar 17
     
    As briefly discussed in module one it suggests that as a pre-service teacher we should consider including digital technologies to represent mental/conceptual models to assist in the learning process. I am interested to see how this may be achieved? Have you any ideas how this can be done in an inclusive classroom?
  • lottie01 on 06 Mar 17
     
    Currently I am teaching in an environment with a diverse group of students learning needs; Years 7-12. I have access to computers, IPad, Digital Projector, Internet the list goes on. E.g. Warm Ups are as a whole group on the whiteboard via the data projector and speakers. We have access to E-Books and Audio E-Books and programs like Reading Eggs for all ages.
  • abinyon on 07 Mar 17
     
    Hi Tamara I came across a really simple concept mapping site today, which is very quick and easy to use. Bubbl.us While the same activity can be done in the student's book, so it is not transformative, it is an easy and engaging activity. Many of the students I work with as a teacher aid (mainly ASD and II) love using the computer rather than drawing and writing by hand. They can then download and save their image to their computer or google drive for later use.
djplaner

Using Bee-Bot for Numeracy - YouTube - 3 views

www.youtube.com/watch

ictexamples earlychildhood

shared by djplaner on 03 Aug 16 - No Cached
  • djplaner on 03 Aug 16
     
    Video of young learners giving instructions to a bee-bot to play snakes and ladders while practicing their numeracy skills.
  • recyclingrobyn on 14 Aug 16
     
    Hi David, This looks like something new and fun but is it? Is this technology replacing, enhancing or transforming learning? Also there are only 8 children in the video in a real prep class there would be 20 plus and they would not be as calm and well mannered when taking turns. Seems like fun for a small group all the same.
emilymcauliffe

Login required | ICT in Everyday Learning - 16 views

www.ictineverydaylearning.edu.au

edc3100 ICT technology pedagogy resources

shared by emilymcauliffe on 06 Mar 17 - No Cached
rhyemoore liked it
  • emilymcauliffe on 06 Mar 17
     
    Hello everyone, I just wanted to share with you this website called 'ICT in Everyday Learning: A Toolkit for Teachers'. This website draws on the 'TPACK' framework and provides information for teachers regarding ICT and pedagogy. The website makes explicit links between pedagogy, the Australian Curriculum, and the use of ICT to enhance pedagogy and facilitate student learning. In researching different ICTs to include in my table for Assessment Task 1, I found the 'Technology: Tools and Devices' section very useful! This section provides links to a range of ICTs across different learning areas. It was interesting to browse through these ICTs and examine which ones 'enhance' teaching and learning and which ones have the potential to 'transform' teaching and learning. I hope you find this website helpful!
  • ...1 more comment...
  • abinyon on 07 Mar 17
     
    Thanks Emily, This is both a helpful and interesting resource.
  • ttaylo on 12 Mar 17
     
    Thanks for sharing this fabulous resource, Emily! I have just accessed this website, and I feel that I have accessed a new world of ICT information that is both practical and realistic to implement in the classroom. Kind regards, Todd
  • rebekahadair on 13 Mar 17
     
    Thanks for this resource, Emily! Very helpful and informative on the implementation of ICT in the classroom. Regards, Rebekah
learnwithash

Book creator app - 28 views

Thank you for sharing this resource! I loved the idea in the article of students writing their stories for their 1st grade buddies!! I also loved the idea of utilising a PowerPoint presentation in ...

started by rhyemoore on 19 Mar 17 8 follow-ups, last by learnwithash on 09 May 17
ekbecze

Learning, Teaching and ICTs: an Early Childhood perspective. | Tara Fagan - Academia.edu - 5 views

www.academia.edu/...an_Early_Childhood_perspective

shared by ekbecze on 03 May 17 - No Cached
  • ekbecze on 03 May 17
     
    A wonderful article regarding a NZ based project in which a number of preschool educators embraced ICT within their practice and documented the process. Lots of ideas of how to incorporate ICTs into the preschool context.
  • mindofmrsbarrett on 04 May 17
     
    Thank you for sharing this. I am looking forward to having a read and finding some useful information.
  • elysealittle on 04 May 17
     
    This was a very interesting read. I had always been hesitant with the idea of ICT and early childhood but this article really interested me. I had always considered ICT in early childhood as children on iPads. This article has really broadened my perception and has given ideas of transformative learning using ICTs. The use of microphones for children practising their oral language is particularly interesting as I have come across many children in early childhood centres who are hesitant to talk.
w0068493

Applying the RAT to a learning activity: Apply the RAT framework - 2 views

usqstudydesk.usq.edu.au/...view.php

edc3100 Education

shared by w0068493 on 27 Apr 15 - No Cached
  • earning is amplified
  • use of ICTs
  • search the Internet
  • ...5 more annotations...
  • Diigo, WebQuests and many others) to help the teacher prepared, then there's a change of some amplification
    • w0068493
      w0068493 on 27 Apr 15
       
      look at how to use webquest and diigo even consider using go animate - I guess that is on webquest
  • amplify the quantity and quality of the resources
  • there's nothing here that is transforming student learning
  • opportunity to help students develop their ICT general capabilities
  • Not something that would have been required
  • w0068493 on 27 Apr 15
     
    just a reminder
djplaner

No Clarity Around Growth Mindset…Yet | Slate Star Codex - 1 views

slatestarcodex.com/...rity-around-growth-mindset-yet

growthmindset dweck theory

shared by djplaner on 22 Aug 15 - No Cached
  • (if you’re not familiar with it, growth mindset is the belief that people who believe ability doesn’t matter and only effort determines success are more resilient, skillful, hard-working, perseverant in the face of failure, and better-in-a-bunch-of-other-ways than people who emphasize the importance of ability. Therefore, we can make everyone better off by telling them ability doesn’t matter and only hard work does
  • Good research shows that inborn ability (including but not limited to IQ) matters a lot, and that the popular prejudice that people who fail just weren’t trying hard enough is both wrong and harmful.
  • A rare point of agreement between hard biodeterminists and hard socialists is that telling kids that they’re failing because they just don’t have the right work ethic is a crappy thing to do. It’s usually false and it will make them feel terrible. Behavioral genetics studies show pretty clearly that at least 50% of success at academics and sports is genetic; various sociologists have put a lot of work into proving that your position in a biased society covers a pretty big portion of the remainder. If somebody who was born with the dice stacked against them works very hard, then they might find themselves at A2 above. To deny this in favor of a “everything is about how hard you work” is to offend the sensibilities of sensible people on the left and right alike
    • djplaner
      djplaner on 23 Aug 15
       
      The point I take from this is that not "everything" is about how hard you work. There are other more important factors to be considered. And these factors mean that not everyone will be a genius in everything. But if you have to learn something (e.g. using ICTs to enhance/transform student learning) then spending the necessary time in an effective way to learn that skill is more likely to help you learn, than simply saying "I can't do it".
  • djplaner on 22 Aug 15
     
    Detailed blog post outlining some reservations and limitation around the research around Dweck's Growth Mindset. An idea used early in this course. Reinforcing the idea to keep a skeptical view of your theories.
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