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sandra2812

ICT resources for graduate teachers - Learning and Teaching - The University of Sydney - 9 views

sydney.edu.au/...ict

EDC3100

shared by sandra2812 on 05 Mar 15 - Cached
  • jwalker81 on 06 Mar 15
     
    Wow, fantastic resource full of practical tutorials
  • u1044820 on 07 Mar 15
     
    Thank you Sandra for sharing this resource. It is the ICT skill that captures my attention as it is self directed learning.
djplaner

Would-be teachers in for testing time for before graduation - 2 views

www.smh.com.au/...graduation-20140603-39h0y.html

literacy numeracy

shared by djplaner on 04 Jun 14 - No Cached
  • djplaner on 04 Jun 14
     
    NSW will apparently be the first of the states to introduce a literacy/numeracy test for pre-service teachers in 2016. Likely to see this spread over time.
  • Richard Gerrand on 04 Jun 14
     
    I remember a course examiner a few years ago saying that this test would likely apply to USQ pre-service teachers by the time we graduate. It seems like a good idea to me because I have seen teachers make simple, embarrassing grammatical and mathematical mistakes in class. I know that we all make mistakes, however there are some things that teachers should know by the time they leave university. A test at the end might, to some extent, uphold the standards that are expected from teachers.
elleroch

http://www.watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf - 7 views

www.watertown.k12.ma.us/...ChrisDede.pdf

ICT

shared by elleroch on 16 Mar 15 - No Cached
  • elleroch on 16 Mar 15
     
    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
  • u1044051 on 17 Mar 15
     
    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.
djplaner

Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views

epltt.coe.uga.edu/index.php

conceptual conceptualchange schema

shared by djplaner on 22 Feb 16 - No Cached
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
  • However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
  • Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
  • ...6 more annotations...
  • In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
  • Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
  • Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
  • Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
  • djplaner on 22 Feb 16
     
    Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
djplaner

Copyright guide for students - Copyright - The University of Sydney - 4 views

sydney.edu.au/...coursework.shtml

copyright

shared by djplaner on 06 Mar 16 - No Cached
  • The owner of copyright in a work has a number of exclusive rights including the right to control publication and copying of their work, as well as the right to make the work available online. Copyright owners also have moral rights and performers' rights.
  • Usually the author or creator of a work is the copyright owner. There are some exceptions to this rule so if you need more information on ownership of copyright see Who owns copyright.
    • djplaner
      djplaner on 06 Mar 16
       
      The ownership of copyright has some interesting implications for sites such as "Teachers pay Teachers". (i.e. a teacher may not own the copyright for the material they produce)
  • Australia does not have a system of copyright registration. Once your work has been placed in a material form, that is, written down, recorded or filmed, it is protected by copyright
  • ...8 more annotations...
  • Usually you need the copyright owner’s permission to copy their work
  • some exemptions, such as the fair dealing provisions, which permit limited copying for a range of reasons, including research or study, without infringing copyrigh
  • This allows you to copy limited amounts from copyright works for your course needs, to prepare a research paper or essay, or to write a thesis without infringing copyrigh
  • You need to consider five factors before deciding if your copying constitutes fair dealin
  • It's a myth that material on the internet isn’t protected by copyright and that you can copy or download whatever you like
  • Always check the terms of use section of the website before downloading or printing material.
  • if the information is in electronic format, post the URL or citation on your blog, website or shared server space: sharing the URL is not a copyright infringement
  • You cannot upload the presentation onto a blog or website as that would mean that the copying you carried out would no longer be for research or study.
  • djplaner on 06 Mar 16
     
    A introduction to what copyright means for you as a student. Applies directly to assignment 1.
hite37

https://storybird.com - 11 views

Hi, Thankyou for sharing storybirds. This is a great activity that I will implement into my classes as students can use creativity to demonstrate their understanding of topics in a fun and collabor...

started by tt3100 on 27 Jul 17 2 follow-ups, last by hite37 on 18 Oct 17
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