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TechChef » Comics 4 the iClassroom: Episode 14 - 0 views

techchef4u.com/...cs-4-the-iclassroom-episode-14 resources EDC3100 EDS4407 education ICT app
shared by hellom4 on 16 Aug 16 - No Cached
  • hellom4 on 16 Aug 16
     
    List of apps - have options for assessment tool or presentation for learning.
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Reading out aloud with Audacity - A lesson that promotes self assessment - Australian C... - 0 views

www.australiancurriculumlessons.com.au/...-that-promotes-self-assessment education ICT resources (ACELA1550) English
shared by hellom4 on 13 Aug 16 - No Cached
  • hellom4 on 13 Aug 16
     
    This could be adapted for many uses such as recording themselves reading historic texts and modern interpretations for my year 9s.
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Assessment 2 so far | The Weblog of Kylie Merder - 4 views

kmerder.wordpress.com/...assessment-2-so-far draftUoW EDC3100 year2 english
shared by kmerder on 24 Aug 15 - No Cached
  • kmerder on 24 Aug 15
     
    Assignment 2 so far - English year 2
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How to Inspire a New Generation of Writers Through Blogging | KQED Education | KQED - 1 views

ww2.kqed.org/...on-of-writers-through-blogging blogging ictexamples
shared by djplaner on 15 Sep 16 - No Cached
  • 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.
  • djplaner on 15 Sep 16
     
    Using blogging to get students writing for each other, not for assessment.
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Questioning | Teaching, Learning and Assessment Advice | Teaching Support | Victorian E... - 0 views

vels.vcaa.vic.edu.au/...question.html questioning teaching learning assessment
shared by djplaner on 30 Apr 12 - No Cached
  • djplaner on 30 Apr 12
     
    Various examples of questioning - The 5 whys being this one
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Learning with 'e's: Education, schooling and the digital age - 0 views

steve-wheeler.blogspot.ca/...schooling-and-digital-age.html digitalage transformation samr transform
shared by djplaner on 02 Apr 14 - No Cached
  • 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
  • djplaner on 02 Apr 14
     
    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.
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More Fun With Google Forms | Assessment, Google - 0 views

www.thephysicaleducator.com/...fun_with_forms.html hpe physed googleforms assessment week8 teacher
shared by djplaner on 15 Apr 14 - No Cached
  • djplaner on 15 Apr 14
     
    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.
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Miss K's Primary Blog | Resources and ideas from my classroom!! - 3 views

misskprimary.edublogs.org/ #teacher #primary #ICTideas
shared by Lauren Regan on 28 Mar 14 - Cached
  • Lauren Regan on 28 Mar 14
     
    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.
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New: Bloom's Taxonomy Planning Kit for Teachers - 4 views

www.educatorstechnology.com/...taxonomy-planning-kit-for.html bloom taxonomy resources
shared by Joe Wright on 30 Mar 14 - No Cached
  • Joe Wright on 30 Mar 14
     
    Bloom's is a great framework to help you create rich units and assessment tasks.
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http://acce.edu.au/sites/acce.edu.au/files/ACCE_Position_final.pdf - 3 views

acce.edu.au/...ACCE_Position_final.pdf ICT
shared by elleroch on 21 Feb 13 - No Cached
  • elleroch on 16 Mar 15
     
    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)....
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Quia Web - A look inside... - 1 views

www.quia.com/quicktour.html
shared by watersigns74 on 20 Oct 14 - Cached
  • watersigns74 on 20 Oct 14
     
    used to create and assigns quizzes, tasks, assessments etc to students or classes online
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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.
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Pedagogical content knowledge and preparation of high school physics teachers - 0 views

www.phystec.org/...detail.cfm PCKphysics_science
shared by alicefoddy on 25 Mar 15 - No Cached
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      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.
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      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. 
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Assessing learning and using evidence to differentiate - 1 views

learningplace.eq.edu.au/...index.html edc3100
shared by tamarasteinhardt on 06 Mar 17 - No Cached
  • tamarasteinhardt on 06 Mar 17
     
    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.
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Assessment: Assignment 1 - 29 views

usqstudydesk.usq.edu.au/...view.php
shared by Holly Hawkings on 03 Mar 13 - No Cached
  • Average length of blog posts at least 100 words.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • djplaner
      djplaner on 03 Mar 13
       
      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
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • Nicole Hargreaves
      Nicole Hargreaves on 04 Mar 13
       
      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?
    • djplaner
      djplaner on 04 Mar 13
       
      Yes.
  • ...13 more annotations...
  • Spelling, grammar and vocabulary of a satisfactory standard with few errors.
    • djplaner
      djplaner on 04 Mar 13
       
      If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
  • he artefact is either too large or too small.
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • All resources appropriately attributed.
    • djplaner
      djplaner on 04 Mar 13
       
      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
    • djplaner
      djplaner on 04 Mar 13
       
      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.
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
  • The reasons are supported through effective use of models, theories and literature (both academic and professional).
    • djplaner
      djplaner on 04 Mar 13
       
      Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
  • Examples of ICT integration are used to illustrate the reasons, but with some limitations
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. the example only illustrates one aspect of a reason, or it isn't entirely clear what support the example provides for the reason.
  • 30-60% of the blog posts contain links to online resources.
    • djplaner
      djplaner on 05 Mar 13
       
      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/
  • Exceptional standard
    • djplaner
      djplaner on 05 Mar 13
       
      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.
  • At least 2 blog posts each week.
    • djplaner
      djplaner on 07 Mar 13
       
      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.
    • djplaner
      djplaner on 07 Mar 13
       
      This thread on the discussion forum provides some more explanation of where/how you might find examples of ICT use that are linked to your context.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
  • Clearly describe your teaching context.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
    • Holly Hawkings
      Holly Hawkings on 11 Mar 13
       
      Hi, I was just wondering where we find this or when it will become available? Thanks, Holly 
  • Kellie Quirk on 10 Mar 13
     
    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 :(
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Evolution of Technology - 1 views

davinah29.edublogs.org/...the-evolution-of-technology-2 edc3100 assessment education
shared by Davina Hirsch on 03 Mar 13 - No Cached
  • Davina Hirsch on 03 Mar 13
     
    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
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FFF - 1 views

www.schools.nsw.edu.au/...technologyhighs.php FFF assessment edc3100 Education Secondary University Technology
shared by Candace Merriman on 04 Mar 13 - No Cached
  • Candace Merriman on 04 Mar 13
     
    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
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