This article frames PCK specifically to the history subject and helped to frame my understandings for this aptitude - when I initially read it the whole chapter appeared.
Ive not decided about my assignment 2 details yet but as I progress with the course content and reading about PCK, this site continued to flash in my memory and I know I will be looking thought the pedagogical techniques as part of my planning
So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions.
However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e.g., visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful.
However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students' cognitive strategies
a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction
Some research that I need to follow up with and ponder how it might be integrated into EDC3100
We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners
we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to
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
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).
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.
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.
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
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?
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
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.
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
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.
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.
Find, Use and Share quality education resources that suit your needs. FUSE is a portal, a repository, a search engine, a workspace, and a way of sharing quality education digital content and resources.
the preference for visually presented information.
bias for visually presented information.
The developing child requires the right combination
of these experiences at the right times during development in order
to develop optimally.
The technologies
that benefit young children the greatest are those that are interactive
and allow the child to develop their curiosity, problem solving and independent
thinking skills.
Children
are natural "manipulators" of the world
With television, they watch and do
not control anything
cameras and tape recorders and video cameras in the classroom
children think differently
than adults
Children need real-life
experiences with real people to truly benefit from available technologies.
Children have to have an integrated and well-balanced set of
experiences to help them grow into capable adults that can handle social-emotional
interactions as well as develop their intellectual abilities.
What's important is when experience is provided and how it's
mixed in with other crucial experiences.
Parents and teachers must act as facilitators in children's learning.
parents and teachers can take advantage of the interactive qualities
of a computer to enhance the experiences available to children.
our task is to balance appropriate skill-development with technologies
with the core principles and experiences necessary to raise healthy children
he key to making technologies healthy
is to make sure that we use them to enhance or even expand our social
interactions and our view of the world as opposed to using them to isolate
and create an artificial world
as with all other tools, adults must protect children
from misuse or inappropriate access.
struggle with
ontrolling access to content that
may not be developmentally appropriate.
ccess
to information that is developmentally appropriate is something that we
need to be very concerned about
may think that buildings are blowing
up all over the place and many planes crashed — rather than understanding
that these multiple stories are actually from single events
word processor and they can hand
in papers that are clean and neat and they can see how to spell words
correctly
put them on a
simplest level,
ine motor
arge motor problem
heir handwriting
is very immature and very slow and looks sloppy
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.
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
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
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.
A blog by Deborah Stewart about her preschool and their daily activities. There are also lots of different ideas and resources on her blog (ideas for different activities along with lots of other resources). Very inspiring and interesting blog; definitely gives me lots of inspiration for things to do in my room!
this is a great blog about creative and fun ways to teach children in early childhood. I found it very interesting and it has some very relevant content for pre-service teachers hoping to work in the early childhood field. Take a look I hope you find it helpful.
Here you will find resources, teaching ideas, curriculum and inspiration related to Early Childhood education. This is a fantastic blog and a great example of early learning in action.
Quite frankly I found the SAMR-model, as it was presented,
to be over simplistic and even trivial.
The idea that technology not only
affects the quality and efficiency of tasks but also changes the conditions for
communication, interaction and learning,
There are, for instance, studies showing the decreased reading abilities among Swedish children
can be tied to an increase in computer use
A Swedish academic writes an open letter raising some concerns about the SAMR model. A common model for understanding what ICT can be used for. Mentioned briefly in the week 3 learning path.