until these contingencies harden into technological necessities and become nearly unchangeable in future generations. There’s an old story that is basically true: Ordinary Roman carts were constructed to match the width of Imperial Roman war chariots because it was easier to follow the ruts in the road left by the war chariots. The chariots were sized to accommodate the width of two large war horses, which translates into our English measurement as a width of 4′ 8.5″. Roads throughout the vast Roman empire were built to this spec. When the legions of Rome marched into Britain, they constructed long distance imperial roads 4′ 8.5″ wide. When the English started building tramways, they used the same width so the same horse carriages could be used. And when they started building railways with horseless carriages, naturally the rails were 4′ 8.5″ wide. Imported laborers from the British Isles built the first railways in the Americas using the same tools and jigs they were used to. Fast forward to the US Space shuttle, which is built in parts around the country and assembled in Florida. Because the two large solid fuel rocket engines on the side of the launch Shuttle were sent by railroad from Utah, and that line transversed a tunnel not much wider than the standard track, the rockets themselves could not be much wider than 4′ 8.5.”
Group items matching
in title, tags, annotations or url
4More
The Technium: Chosen, Inevitable, and Contingent - 0 views
-
“So, a major Space Shuttle design feature of what is arguably the world’s most advanced transportation system was determined over two thousand years ago by the width of two horses’ arse.” More or less, this is how technology constrains itself over time.
-
In addition to the primary drive of preordained development (force #1), and in addition to the escapable influences of technological history (force #2), there is society’s collective free will in shaping the technium (force #3).
1More
WW2 Tweets from 1940 (realtimewwii) on Twitter - 0 views
90More
Toronto students write, publish their own books | Toronto Star - 6 views
-
“Every student in the school had a voice — whether it was an ESL student who can’t speak the language, or someone who has a learning disability — everybody has a page or a book that’s their own,”
-
Inclusive practice that caters for diverse learning needs. Why? "Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds." - #1 Know students and how they learn. Retrieved from http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalKnowledge/Standards
-
It is important that different platforms are found so that each individual can have a voice.
-
-
-
“It made writing meaningful and purposeful.”
- ...32 more annotations...
-
Why not now?
-
The teacher thinking in a way that is new and exciting, and initiates further thinking and possibilities.
-
It also seems very exciting that this teacher is supporting learning that is relevant & shows students that learning is not just for the future but opens up opportunities for them now.
-
This also creates a relevance between the student and their world both in the educational sense and the personal sense.
-
-
Kids brainstormed ideas, wrote rough drafts, edited with classmates and teachers and created their own illustrations. Some handwrote the final draft, while others chose to type up pages.
-
Students and teachers became motivated and engaged in literacy. Students were able to have a choice between typing their stories or writing them by hand. This task was also inclusive in regards to students who might have had learning difficulties. It provided a platform for these students to express themselves creatively through the use of colours, images, written text or a variety of materials such as button, beads, different fabrics that they could cut out and paste, etc.
-
Collaboration between students and teachers promotes positive learning experiences and ensures all learners are involved and able to participate. Providing students with options to create illustrations, type or write their story by hand enables all students to construct their story in a way that suits them.
-
-
Parents were calling in
-
I got so excited because I love writing stories with my friends — I love reading and writing,” said 8-year-old Zaria Gibbons
-
When she shared her find at a staff meeting, fellow teachers at the Scarborough school loved the idea and they all got on board.
-
Positive sharing of 'finds' not only builds resources but creates a positive, inclusive and productive professional learning environment and builds moral.
-
by sharing the idea it became a whole school activity involving the entire school community including the parents
-
Teacher was able to network with others. Created a holistic and inclusive approach to the idea. Ultimately a higher chance for success as more support is there.
-
Having an open minded and innovative staff helps, so does having the opportunity to try something different. Not all schools would have been so on board with the idea.
-
Teacher provided an extension to other teachers professional learning and used networking with other peers
-
-
students were given a kit with instructions and pages.
-
There was a sense of awe when the books arrived and they’d seen what they’d done.”
-
holding an authors’ night for parents, grandparents, siblings — even aunts and uncles — to check out the books.
-
ents were asked to write about world issues, so Pauline Manuel wrote “Courageous Ezra,” which she dedicated “to all children affected by war.” We value respectful and thoughtful discussion. Readers are encouraged to flag comments that fail to meet the standards outlined in our Community Code of Conduct. For further information, including our legal guidelines, please see our full website Terms and Conditions. Commenting is now closed. Login | Signup 0 Comments powered by: Follow Newest Oldest Most Liked Editor's Pick Most Active Most Replies ← View all comments Show More document.write(''); no
-
lder students were asked to write about world issues, so Pauline Manuel wrote “Courageous Ezra,” which she dedicated “to all children affected by war.” We value respectful and thoughtful discussion. Readers are encouraged to flag comments that fail to meet the standards outlined in our Community Code of Conduct. For further information, including our legal guidelines, please see our full website Terms and Conditions. Commenting is now closed. document.write(''); document.write(''); <div c
-
Older students were asked to write about world issue
-
This activity challenges student to investigate and reflect on 'real world' events promoting a deeper understanding of what happen around them and international and how they feel about what they discover.
-
Personally I would prefer students be given choice of topic, as dictating the topic seems to contradict the impetus for the project which was to foster a student driven passion for writing.
-
-
1I got so excited because I love writing stories with my friends — I love reading and
-
“My family was really proud of m
-
Looks like the student is receiving support at home for their efforts at school.
-
I love how this seems to have involved the families too. I feel parents are becoming increasing less involved in the classroo, for various reasons, so it's fantastic that this has sparked their enthusiasm as well as the student's.
-
-
My Amazing Book of Poems.”
-
“It wasn’t just something they did and handed in to the teacher.”
-
The school made a big deal of the young writers
-
‘Have you finished your draft yet?’ ” said principal Denise Canning.
-
even those in kindergarten — contributed a page to a class book.
-
It also got the school buzzing
-
Having the whole school talking about something as positive and exciting as literacy is a great reason to do something like this! It shows how excited the students are about creating their own work - love it.
-
-
great idea to get the students to feel good about learning and they get to take something away from it that they can be proud off. Great concept and great on the school part to adjust their teaching and assessments
-
-
-
students could read aloud.
-
While searching
-
students of mine for the past three years,
-
she said.
-
This reminds me of a student with ASD at a school I am aware of that wrote his own book about the struggles of making friends. It was an amazing experience for this boy, his twin sister illustrated it for him and his best friend assisted. He performed readings of the book for all the classrooms. Such an amazing experience for the child and the school.
-
-
-
-
-
kids would get off the bus carrying their package of materials and talking about it
-
Another awesome result of this activity is that it makes literacy possible and enjoyable for all students. Not all students enjoy or succeed in reading, but show far more engagement with writing, especially when given freedom of expression, and encouraged to write about something relevant and enjoyable to them.
-
-
-
What happens when teachers from across a school encourage their students to write and publish their own books. Can you identify some of the educational reasons why this was a successful project? This is a week 5 activity.
- ...2 more comments...
-
Reasons as to why I thought this was a good idea: - students and parents are involved - everyone in the class, all learning abilities, got involved - it gave writing a sense of purpose for the class - students could relate it to interests and real life concepts. - students took charge of what they are going to write
-
Kids brainstormed ideas, wrote rough drafts, edited with classmates and teachers and created their own illustrations. Some handwrote the final draft, while others chose to type up pages. 1 "Every student in the school had a voice - whether it was an ESL student who can't speak the language, or someone who has a learning disability - everybody has a page or a book that's their own," said Remedios. 6 "It made writing meaningful and purposeful." 2 It also got the school buzzing.
-
-
An awesome way to get kids involved with books - by creating thier own. Come to think of it, it worked for Kai too back in Yr 2.
36More
Religion Curriculum P-12 - 0 views
-
Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
-
Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
-
eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
- ...32 more annotations...
-
ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
-
Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
-
Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
-
Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
-
Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
-
eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
-
Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
-
ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
-
Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
-
eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
-
Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
-
sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
-
isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
-
eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
-
r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
-
eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
-
In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
-
Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
-
Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
-
personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
-
hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
-
he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
-
In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
-
is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
-
bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
-
The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
-
ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
-
emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
-
eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
-
major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
-
istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
-
eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
1More
shared by Michelle Thompson on 21 Apr 13
- No Cached
Wartime Snapshots - 0 views
www.dva.gov.au/...WartimeSnapshots.aspx
war ANZAC ANZAC Day edc3100 education sharing learning exchanging diestributing recording images FFF anniversary Gallipoli KoreanWar Tobruk rememberance poppy EastTlmor Sydney GreeceandCrete Royal Australian Navy airforce navy soldiers Darwin bombing batt
![](/images/link.gif)
1More
shared by Michelle Thompson on 20 Apr 13
- No Cached
Gallipoli: The First Day - 3D Interactive Site | Australian Broadcasting Corporation - 2 views
www.abc.net.au/...gallipoli
Gallipoli interactive resources EDC3100 FFF education ictexamples technology sharing distributing war documentary ABC 3D WW1
![](/images/link.gif)
12More
SpeEdChange: Changing Gears 2012: rejecting the "flip" - 2 views
-
From the 1890s until World War II homework was consistently highly controversial, with laws against it (California 1901 among many others),
-
omework is a link from school to home that keeps parents informed about what the school is teaching, gives them a chance to participate in their children's schooling, and helps to keep the schools accountable to parents. Not to assign homework is to exclude parents from playing an active role in their children's academic development."
-
I hear this quote so often but I really believe if the parents want to be involved in the children's learning, they need to spend time in their child's learning environment.
-
Here, here, I so agree with you Jackie so often parents only find themselves in school to make a complaint or the like never have I seen a parent just wanting to spend time in their childs classroom just to see. It would be beneficial for all if there were time when this could happen.
-
Connections with parents is important. In fact, it's one of the AITSL professional standards. But I wonder why parents don't spend more time in their child's classroom? I'm sure there would be many parents (but perhaps not all) who want to be more involved with their child's education, but who can't for various reasons. I wonder if we can make it easier for them to be involved?
-
Actually, entirely by accident I came across this post from Nicola's blog http://nixxuni.wordpress.com/2013/07/24/using-technology-to-inform-parents/
-
-
Our students deserve more imaginative thinking than that. And all of our students deserve an educational environment which moves us toward equality of opportunity, not further away from that.
-
Equality is something that would be missed in a flipped classroom. With the cost of living increasing not all families are going to afford the technology that a flipped classroom requires students to have access to at home.
-
Wouldn't lack of equality be bridged if the students who didn't have access to the internet went to school early or stayed back a bit later to listen to the videos. If there was supervision, what difference would it make being at school or at home for the video presentation?
-
I agree with a comment made above too, that maybe the school day needs to be re-arranged if a flipped classroom pedagogy is going to be introduced - give students time during normal school hours to watch the videos then have the classroom discussion
-