It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?
Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem
I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through S2S Blog Connect, and signed up to form partnerships with other teachers via Quadblogging.net.
Schooling is where structures are imposed upon learners to make the process more manageable. Behaviour is synchronised, curricula are standardised, and criterion referenced assessment is imposed to quantify achievement.
Schooling is where structures are imposed upon learners to make the process more manageable. Behaviour is synchronised, curricula are standardised, and criterion referenced assessment is imposed to quantify achievement
The view of one UK-based teacher educator about the nature of the digital age, the requirements of education in such an age, and the mismatch between those requirements and schooling.
It points to some of the tension between the rise of standardised curricula (e.g. the Australian curriculum) where all learning is predefined and the characteristics of the digital age. In particular, suggests some challenges when working within the existing schooling system and attempting to use ICTs to transform student learning.
HPE teacher sharing various ways of using Google forms.
Also mentions the #physed hash tag. Do a Twitter search and you'll find quite a community sharing information about HPE.
A year 5/6 teacher and assessment coordinator from England. This weblog provides many valuable ideas and resources for ICT's within a primary school context.
Interesting take on ICT role in the Australian curriculum stating it should be separately assessed. This is a good point but I still feel it integrates across all learning areas and needs to be up to the teacher how they use ICT. I agree though that a subject teaching the skills and workings of ICT is a good idea and there does seem a huge variation as to how much ICT is used in the classroom. This article may be a bit dated (2011)....
This is from a modern theorist referenced in the Australian Curriculum. I have not finished the article yet but sharing as it has some great information for assignment 1
Thanks for sharing the resource. It clarifies key stakeholders' perspectives regarding ICT skills and the (in-)assessability of such through current testing options. Although Dede expresses cautious cynicism over the self serving nature behind each stakeholder contribution, it does indicate shared emphasis upon the importance of ICTs for the development of transferrable life skills which are reflected in the Australian Curriculum's General Capabilities. As with anything in the curriculum, interpretation of how these capabilities should be taught and assessed is subjective. Be it an impossible task or not, the key edict seems to be that educators are to provide integrated ICT/core content learning episodes that allow learners to develop universally current skills in personally authentic contexts but to also alert the learner to the transferable use of such skills for a global context.
This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
Jump on and have a look at assessing learning and using evidence to differentiate. This is a 6 step professional development provided by The Department of Education and Training Queensland via The Learning Place.
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.
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
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.
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.
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?
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.
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
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.
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/
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.
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.
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.
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.
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 :(
Hi everyone!
I'd love to hear your thoughts on this! Feel free to leave a comment and tell me what your thoughts are on my blog. Look forward to hearing from you all!
Thanks,
Davina
Hello fellow EDC3100 members
Here is a very interesting school in NSW that considers themselves a "Technology High School". Go over and have a look and post your thoughts.
Candace Merriman