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djplaner

Practicum Resources Wiki - 1 views

resguide.usq.edu.au/index.php

pracResources

shared by djplaner on 15 Sep 12 - No Cached
  • djplaner on 15 Sep 12
     
    The Practicum Resources Wiki is a collection or database of online information resources you can use while you are on practicum in the school environment. Generally, all these resources are freely available. Material is selected from world-wide resources with an emphasis on Australian resources where available.
djplaner

EDC3100_2012_1: The weekly ramble (Who are you?) - 0 views

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

shared by djplaner on 25 Feb 12 - No Cached
    • djplaner
      djplaner on 25 Feb 12
       
      Feedback from at least one student suggests that this quiz is very repetitive (confirming my original opinion). In that case, feel free not to do this quiz...just look at the reading that follows
  • It's a fairly repetitive quiz but based on good science.
    • djplaner
      djplaner on 25 Feb 12
       
      Student feedback confirms this as being very repetitive...you can avoid doing it if you like.  Just go onto the reading below
katrina carpenter

Emerald | On the Horizon | Digital Natives, Digital Immigrants Part 1 - 1 views

www.emeraldinsight.com.ezproxy.usq.edu.au/journals.htm

digital natives

shared by katrina carpenter on 22 Feb 14 - No Cached
  • katrina carpenter on 22 Feb 14
     
    digital natives and digital immigrants- An interesting read however dated the figures may be. When the reading of traditional text is only accounting for less then one quarter of the time students are actively engaged in literacy practices why does it remain the dominant discourse in so many classrooms?
Sarah Rixon

PKM and Reflection: Types of reflective writing - 1 views

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

reflection types writing hatton and smith resources education sharing EDC3100

shared by Sarah Rixon on 06 Mar 14 - No Cached
  • Sarah Rixon on 06 Mar 14
     
    "Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware
Anna Murphy

Where we've been and where we're going: Some sample assignment 2s - 1 views

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

shared by Anna Murphy on 23 Mar 14 - No Cached
  • Anna Murphy on 23 Mar 14
     
    "4.2 Some sample assignment 2s"
Bridget Bell

Examples of how the world is changing: What if? - 0 views

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

old examples world changing

shared by Bridget Bell on 18 Mar 14 - No Cached
  • [It] destroys memory [and] weakens the mind, relieving it of…work that makes it strong. [It] is an inhuman thing
Bridget Bell

More reasons, examples and using digital resources: "ICTs and Education" - Why? - 3 views

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

shared by Bridget Bell on 18 Mar 14 - No Cached
    • Bridget Bell
      Bridget Bell on 18 Mar 14
       
      reasons
Walter Boulton

Pragmatic assignment 3 advice: Advice on the lesson plans - 6 views

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

shared by Walter Boulton on 29 Oct 13 - No Cached
  • studnets
    • Walter Boulton
      Walter Boulton on 29 Oct 13
       
      Students not Studnets
  • djplaner on 30 Oct 13
     
    Thanks for the bug fix Walter. Have fixed it in the 2014 version of the course.
Anna Murphy

Rethinking Education in the New Digital Landscape.pdf - 5 views

docs.google.com/...viewer

education pdf edc3100 technology

shared by Anna Murphy on 28 Mar 14 - No Cached
  • Anna Murphy on 28 Mar 14
     
    "Rethinking Education in the New Digital Landscape by Ian Jukes"
Stephen Druery

Some more models - designing ICT-rich learning experience: TIP's problems and ICT solut... - 4 views

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

designing learning experience tip solutions ict problems

shared by Stephen Druery on 08 Apr 14 - No Cached
  • Learning Problem Technology Solution Relative Advantage Concepts are new, foreign (e.g., mathematics, physics principles). Graphics, tools, simulations, video-based problem scenarios Visual examples clarify concepts and applications
Kacey Howard

Does the Khan Academy know how to teach? - The Washington Post - 5 views

www.washingtonpost.com/...gJQA9bWEAX_blog.html

shared by Kacey Howard on 10 Aug 13 - No Cached
  • Gates has called Khan, "the best teacher I've ever seen.
    • djplaner
      djplaner on 10 Aug 13
       
      An example of some of the large claims being made about Khan Academy that seem to suggest limited understanding of what makes a good teacher?
    • anonymous
      anonymous on 18 Aug 13
       
      This is an interesting one - how can a teacher be hailed as such, when there is no real interaction (questioning from the student's point of view)? The Khan Academy does have its advantages as a very useful prop to specific lessons and concepts, yet the questions posed by any learner should be equally important if effective learning is to take place.
    • Margaret Johnson
      Margaret Johnson on 07 Apr 14
       
      I agree Doreen, furthermore, the Khan Academy cannot be used as a stand alone to teaching, yet as a tool to extend understanding or to reteach concepts
    • Deb Mac
      Deb Mac on 07 Apr 14
       
      It is a useful tool I agree. Students need to have an understand of a variety of ways/strategies/methods to draw upon in order to gain a full understand of the concepts.
    • Lisa Rose
      Lisa Rose on 25 Apr 14
       
      Interesting to see Bill Gates making a reference to teaching skills. Last I checked he wasn't an expert in education?!
    • robbie1282
      robbie1282 on 18 Aug 15
       
      I don't get why they are making reference to Bill Gates I don't believe he has an understanding of teaching. Although these online library can help with understanding but is it really the way we want education to go online teaching??
    • djplaner
      djplaner on 18 Aug 15
       
      I belive that the reference to Gates arises from the fact that he's spending a lot of his money attempting to improve schools and universities. That money means that his views on what is good teaching carry significant weight. More so than his qualifications and experience might otherwise warrant.
  • What is more, his videos reveal an ignorance of how we know students learn mathematics.
    • djplaner
      djplaner on 10 Aug 13
       
      The Khan Academy videos suffer from the poor PCK of the people developing the videos. The core of the argument here.
    • Colleen Lenehan
      Colleen Lenehan on 14 Aug 13
       
      The videos were started to help students who were already learning through the school system and needed more help without having to pay for it. A lot of people are complaining about the videos as alternatives to explicit teaching in the classroom, but aren't they great for what they were originally designed for.
    • Kate Dugdale
      Kate Dugdale on 15 Aug 13
       
      I don't think the Khan videos are doing any damage...They shouldn't be used as a stand alone, but instead as a supplement for learning, perhaps.
    • Louise Hoggett
      Louise Hoggett on 09 Apr 14
       
      I think the videos are great as a supplementary activity, it provides a different way to explain something. Good on him for attempting it.
    • Lisa Rose
      Lisa Rose on 25 Apr 14
       
      I like David's comment: videos aren't actually evidence of the Khan academy, just "the poor PCK of the people developing the videos.".
  • Pedagogical content knowledge is an important foundation for planning lessons and for decision making during a lesson.
    • djplaner
      djplaner on 10 Aug 13
       
      Building your PCK is essential to improving your ability to create effective learning experiences.
    • Lisa Rose
      Lisa Rose on 25 Apr 14
       
      I'm banging on the same drum here, but "building" to me is important - it's not the be all and end all.
  • ...19 more annotations...
  • All teachers make mistakes, after all, and Khan should not, the reasoning goes, be called out for making the same mistakes we all make.
  • There certainly are broken models in education, but there is absolutely no evidence that competent knowledge of student learning and thinking is one that teachers can afford to jettison.
  • researchers are finding evidence that particular kinds of PCK are associated with greater gains in student learning in elementary mathematics.
  • revolutionize
  • The equal sign (=) i
  • Many mathematics educators stress another kind of knowledge necessary to design and deliver quality instruction: pedagogical content knowledge (PCK). PCK refers to knowledge of content as it relates to teaching.
    • Stephen Druery
      Stephen Druery on 09 Apr 14
       
      Design and deliver quality instruction.
    • sandra2812
      sandra2812 on 02 Apr 15
       
      knowing the students and how they learn 
    • franerbacher
      franerbacher on 16 Apr 15
       
      and catering for all students
  • content knowledge alone is inadequate
    • Fran Gemmell
      Fran Gemmell on 11 Apr 14
       
      How true, but how often do we see this and the reverse situation where teachers are teaching in areas where their content knowledge is lacking.
    • Lisa Rose
      Lisa Rose on 25 Apr 14
       
      Content is certainly the starting point and this is crucial.
    • Olivia Wirihana
      Olivia Wirihana on 04 May 14
       
      I agree content knowledge is crucial but there are so many more aspects needed to make it great.
    • sandra2812
      sandra2812 on 02 Apr 15
       
      Content knowledge is important, but it doesn't matter how much knowledge a teacher has if s/he cannot teach that content in a way that the students will actually understand it and be able to apply it in future
    • traceydavis1968
      traceydavis1968 on 24 Aug 15
       
      I agree that content knowledge is important but it is just as important to know your students and how best they learn
  • The standard American curricular treatment, in which students are instructed to append zeroes to the shorter decimal to equalize the number of digits helps students to perform this task correctly, but fosters its own misconceptions.
  • he exercises offer no intellectual rigor and do not address our central concern.
  • PCK knows from both educational research and professional experience
  • I think frankly, the best way to do it is you put stuff out there and you see how people react to it; and we have exercises on our site too, so we see whether they’re able to see how they react to it anecdotally.
    • Olivia Wirihana
      Olivia Wirihana on 04 May 14
       
      I think this comment is interesting as provocation has many benefits.
  • the examples Khan chooses appear selected at random and thus are, perhaps unsurprisingly, often quite poor.
    • sandra2812
      sandra2812 on 02 Apr 15
       
      A teacher must be prepared before entering the classroom
  • If Khan’s videos occasionally popped up in a Google search, we would be content to have him carry on. There is lots of worse information available on the web. But Khan is hailed as “unbelievable” ( Bill Gates) and his work as “sparking a revolution in education
    • sandra2812
      sandra2812 on 02 Apr 15
       
      It is up to the teacher to assess whether or not the videos are suitable for his/her students. If the teacher chooses to use the video, then s/her can refer to the teacher information and see which questions the students answered correctly / incorrectly and identify any misconceptions. These misconceptions can then be addressed by the teacher in the classroom
  • Whether small steps or large, we urge Sal Khan and his funders to put their time, effort and dollars to the best possible ends, particularly when it comes to making decisions grounded in accurate, carefully considered pedagogical content knowledge
  • discuss the meaning of the equal sign frequently and explicitly, and (2) model correct use of the equal sign.
    • Angela Woodward
      Angela Woodward on 18 Apr 15
       
      To quote a fellow student, Lucas Naughton states, 'ICT must be used to enhance and amplify the learning rather then becoming the point of the learning'. I get that there are holes in the Khan videos however if we are using them to enhance learning then why cant the teacher design an entire lesson around one video. They can discuss the missing misconceptions. They can provide other methods/concepts and they can create practice activities all around a Khan video. Remember-enhance and amplify the learning using these ICT's. Cheers Angela Woodward
    • djplaner
      djplaner on 19 Apr 15
       
      Exactly. They can be a useful tool if used appropriately.
  • Khan will put the video out there and see how people react to it.
    • Kacey Howard
      Kacey Howard on 24 Aug 15
       
      There's no actual looking for student ability/interest - it seems as if he's more interested in teaching what he want to talk about.
  • Newsweek
    • Kacey Howard
      Kacey Howard on 24 Aug 15
       
      How does Newsweek become a credible source? Surely people know better than to blindly accept a newpaper's arbitary titles?
  • djplaner on 10 Aug 13
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • ...6 more comments...
  • Kate Dugdale on 15 Aug 13
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • anonymous on 18 Aug 13
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • Margaret Johnson on 07 Apr 14
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • Deb Mac on 07 Apr 14
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • Louise Hoggett on 09 Apr 14
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • Richard Gerrand on 09 Apr 14
     
    Wikipedia mentions Khan's education: "Khan attended the Massachusetts Institute of Technology, graduating with a BS in mathematics, a BS in electrical engineering and computer science, and an MS in electrical engineering and computer science in 1998. Khan also holds an M.B.A. from Harvard Business School" I can't see a Bachelor of Education in there. I would have thought that this would be essential, and the first stepping-stone, to acquire an understanding of PCK and how students learn. Danielson and Goldenburg state that "content knowledge alone is inadequate for quality instruction" and that many videos are prone to creating further confusion for students. They also go on to say that Khan's explanations are frequently off target in addressing likely student questions that experienced teachers would anticipate and elicit. Maybe a four-year stint at USQ might be in order? .
  • Lisa Rose on 25 Apr 14
     
    A critique of some of the Khan Academy videos from a PCK perspective.
  • robbie1282 on 18 Aug 15
     
    A critique of some of the Khan Academy videos from a PCK perspective.
debgran

What are ICTs?: Finding the ICTs in Hello Kitty - 0 views

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

shared by debgran on 03 Aug 15 - No Cached
  • Name of the ICT you observed
    • judyjn
      judyjn on 03 Aug 15
       
      GPS tracker
  • Name of the ICT you observed
  • erformed
    • judyjn
      judyjn on 03 Aug 15
       
      gathering and communicating data
  • ...4 more annotations...
  • r comments
  • What part the ICT played in the video and any othe
    • judyjn
      judyjn on 03 Aug 15
       
      providing location of kitty and balloon during flight and landing
    • debgran
      debgran on 07 Aug 15
       
      The ICTs I noticed were different cameras (still shots), recording devises (footage), GPS tracker, computer - relay information, download footage, follow weather patterns.
    • debgran
      debgran on 07 Aug 15
       
      The operation gathered information before during and after journey; recorded height/altitude, size of balloon, temperature, visuals; emitted signal to track whereabouts of landing
mrsjpfinan

What ICTs have you seen/used? - Google Docs - 5 views

docs.google.com/...edit

shared by mrsjpfinan on 11 Jul 13 - No Cached
    • mrsjpfinan
      mrsjpfinan on 25 Jul 14
       
      Receive mail and pay bills, anywhere, anytime!
  • Anna Murphy on 07 Mar 14
     
    Great list. Can you add to it?
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