Modern technologies
are very powerful
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shared by philipamck on 13 Mar 15
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Using Technology in the Early Childhood Classroom - 7 views
teacher.scholastic.com/...using_technology.htm
technology early childhood brain development education early EDC3100 childhood
shared by philipamck on 13 Mar 15
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rely on
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human brain has a tremendous
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the preference for visually presented information.
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bias for visually presented information.
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The developing child requires the right combination of these experiences at the right times during development in order to develop optimally.
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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.
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Children are natural "manipulators" of the world
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With television, they watch and do not control anything
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cameras and tape recorders and video cameras in the classroom
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children think differently than adults
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Children need real-life experiences with real people to truly benefit from available technologies.
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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.
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What's important is when experience is provided and how it's mixed in with other crucial experiences.
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Parents and teachers must act as facilitators in children's learning.
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parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children.
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our task is to balance appropriate skill-development with technologies with the core principles and experiences necessary to raise healthy children
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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
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as with all other tools, adults must protect children from misuse or inappropriate access.
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struggle with
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ontrolling access to content that may not be developmentally appropriate.
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ccess to information that is developmentally appropriate is something that we need to be very concerned about
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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
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word processor and they can hand in papers that are clean and neat and they can see how to spell words correctly
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put them on a
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simplest level,
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ine motor
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arge motor problem
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heir handwriting is very immature and very slow and looks sloppy
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The Closed Loop of Digital Literacy Debate - 1 views
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what is important in digital literacy is that we understand and teach “how to use technology, or relate to it, in ways that are productive and meaningful” (p. 144). As she says, if we ignore technology altogether, like Samuel’s limiters, or provide students with access to technology without guidance, as do enablers, we prevent them from developing a critical understanding of the role that technology plays in our culture, ultimately leaving them with no position from which to understand emerging technology other than fear or blind acceptance
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Samuel reports that she has found some telling correlations in her data between these parenting approaches and children’s online behaviors, noting that “mentors are more likely than limiters to talk with their kids about how to use technology or the Internet responsibly,” while “among school-aged kids,” it is the “children of limiters who are most likely to engage in problematic behavior: they’re twice as likely as the children of mentors to access porn, or to post rude or hostile comments online; they’re also three times as likely to go online and impersonate a classmate, peer, or adult.”
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Tamara's Technology Time - 7 views
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As briefly discussed in module one it suggests that as a pre-service teacher we should consider including digital technologies to represent mental/conceptual models to assist in the learning process. I am interested to see how this may be achieved? Have you any ideas how this can be done in an inclusive classroom? -
Currently I am teaching in an environment with a diverse group of students learning needs; Years 7-12. I have access to computers, IPad, Digital Projector, Internet the list goes on. E.g. Warm Ups are as a whole group on the whiteboard via the data projector and speakers. We have access to E-Books and Audio E-Books and programs like Reading Eggs for all ages. -
Hi Tamara I came across a really simple concept mapping site today, which is very quick and easy to use. Bubbl.us While the same activity can be done in the student's book, so it is not transformative, it is an easy and engaging activity. Many of the students I work with as a teacher aid (mainly ASD and II) love using the computer rather than drawing and writing by hand. They can then download and save their image to their computer or google drive for later use.
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Login required | ICT in Everyday Learning - 16 views
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Hello everyone, I just wanted to share with you this website called 'ICT in Everyday Learning: A Toolkit for Teachers'. This website draws on the 'TPACK' framework and provides information for teachers regarding ICT and pedagogy. The website makes explicit links between pedagogy, the Australian Curriculum, and the use of ICT to enhance pedagogy and facilitate student learning. In researching different ICTs to include in my table for Assessment Task 1, I found the 'Technology: Tools and Devices' section very useful! This section provides links to a range of ICTs across different learning areas. It was interesting to browse through these ICTs and examine which ones 'enhance' teaching and learning and which ones have the potential to 'transform' teaching and learning. I hope you find this website helpful! - ...1 more comment...
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Thanks for sharing this fabulous resource, Emily! I have just accessed this website, and I feel that I have accessed a new world of ICT information that is both practical and realistic to implement in the classroom. Kind regards, Todd -
Thanks for this resource, Emily! Very helpful and informative on the implementation of ICT in the classroom. Regards, Rebekah
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Innovative Technology for Autism Initiative | Science/Research Initiatives | Autism Speaks - 0 views
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Isn't it incredible what technology is doing for people with autism! Imagine what it would have been like for them 50years ago? 20 years ago? Even ten years ago!!! This knowledge is so crucial as a special needs teacher, there could be nonverbal students in the class who have deeper communication desires and intellectual abilities than we realise! This opens so many doors and opportunities for them, allowing them to participate in class, make learning their own, to engage in conversations and learn in a whole new way!! What a really useful tool that could be so easily incporporated in a classroom. Ipads now have apps that make this kind of technology really really accessible! http://www.autismspeaks.org/autism-apps
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Assessment: Assignment 1 - 29 views
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Average length of blog posts at least 100 words.
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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.
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60% or more of the blog posts contain links to online resources
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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)
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More than two posts contain links to posts from other EDC3100 students.
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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.
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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? -
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Spelling, grammar and vocabulary of a satisfactory standard with few errors.
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If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
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he artefact is either too large or too small.
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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.
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All resources appropriately attributed.
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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.
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All three components are present and effectively integrated and aligned
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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.
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There is significant misalignment between the three components.
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e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
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The reasons are supported through effective use of models, theories and literature (both academic and professional).
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Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
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Examples of ICT integration are used to illustrate the reasons, but with some limitations
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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.
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30-60% of the blog posts contain links to online resources.
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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/
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Exceptional standard
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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.
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At least 2 blog posts each week.
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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.
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Use contextually appropriate example(s) to illustrate those reasons.
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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.
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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.
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Clearly describe your teaching context.
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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.
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Hi, I was just wondering where we find this or when it will become available? Thanks, Holly
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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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ICTS for Littlies - 7 views
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This website is set up for Early Childhood educators to make life easier. Its quote is "We all need to work together to make the Early Years Framework a reality". It contains links to interactive ICT websites and advice on the following topics: Being, Belonging, Becoming Reggio Emilia Learning through Play Social & Emotional Development Communication Skills Learning Literacy Learning Numeracy Equal Access for All Consistent Curriculum Smooth Transition Partnerships Quality assurance Activities for Little Kids ICT for Littlies Australian Early Years Framework Regulation Videos Other Early Years Links Recipes safe for kids -
Its great to hear people say that we need to work together. I remember years ago a friend of mine (who was a Grade 6 teacher) told me of her frustration when she would encourage her students and they were alive with excitement to learn and explore and the work they handed in was exceptional from her point of view. However, six months into the next year she would be so disappointed because the grades of the Year 7 students would be declining and their attitude was one of apathy. What she wanted to do was to work with the Year 7 teacher so with a combined effort they could assist the students to continue their positive attitude throughout their time at upper primary school. The Year 7 teacher felt threatened and the sad cycle continued. When I read http://www.independent.co.uk/news/education/education-news/blog-early-blog-often-the-secret-to-making-boys-write-properly-2211232.html as well as http://www.letthechildrenplay.net I was thrilled to hear what great progress is being made by teachers/schools when they collaborate. Thanks for the info.
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http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goa... - 0 views
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This document highlights the importance of developing stronger partnerships with all stakeholders recognised as important in the child's life. Connecting parents to their child's learning through ICT can provide a more relevant and straight forward process for the parents to be involved that they will understand and can easily access.
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As highlighted in the preamble , ICT is growing rapidly and it is important for students to be able to use and identify ICT. Conforming to this change will ensure all children have a depth of understanding as adults.
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shared by Michelle Thompson on 17 Mar 13
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Pinterest resources for special needs - 1 views
pinterest.com/...-grant-top-twelve-sen-guidance
EDC3100 resources FFF education digitalcitizenship specneeds speced special needs literacy sharing
shared by Michelle Thompson on 17 Mar 13
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This Pinterest page was contributed by a fellow tweeter, Matt, and has his pinboard of resources for students with special needs. It's UK based, but has some info re how to make literacy accessible to students with dyslexia/reading difficulties. You will need to sign up for TES Connect but it's free.
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Teachers TV - 0 views
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I love Teachers TV. I'm glad we can still access after it closed down a couple of years as it is so educational and gives practical demos for preservice teachers everywhere, as well as accredited educators also. It's so good to have real life teachers taking you through their strategies and lessons. very educational for those of us who are learning all the time to prepare us for the day we are the teacher.
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http://www.aare.edu.au/04pap/dwy04514.pdf - 4 views
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Joanne Dwyer (2004) writes that some schools seem to give its students in the upper primary years priority over students in the early school years resulting in a reduced potential for learning with computer based technologies in the school environment. She expresses the concern that for equitability all students regardless of age or learning needs should be given maximum support and access to computer-based learning environments. This is obviously an issue that needs to be addressed as we intergrate ICT in to the curriculum. Nice read Kate. Thanks.
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Unfortunately early years education often takes a back burner to higher levels of primary education across a range of areas and especially with regard to ICT. I am not sure whether it is a lack of understanding of the importance of early childhood education or just battling to get resources. Even with all of the research about the advantages of good quality early childhood education many still see these years as not containing any 'real' learning, just play. If young learners are viewed as 'just playing' then why would people use ICT budgets on them? As early years teachers one of our biggest battles will be to fight for recognition of early childhood education and the resources to support it.
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Teachers, Teaching and ICTs | infoDev - 2 views
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ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research from OECD countries suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
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despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
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Experience in EDC3100 supports this. People tend to use ICT to enhance existing methods, rather than for transforming what they do. Especially in Assignment 3 (which is based on Professional Experience).
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The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.
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This is one of the main reasons behind the push for you to create a Personal Learning Network. A PLN is a peer network that can be an important aid to your teaching.
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Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively
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Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers.
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By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.
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shared by hellom4 on 08 Mar 15
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Using Diigo in the Classroom - Student Learning with Diigo - 8 views
sites.google.com/...using-diigo-in-the-classroom-2
diigo education classroom resources research learning
shared by hellom4 on 08 Mar 15
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A brief introduction to Diigo and some examples of how teachers and stud ents can use it for learning.
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Creative Commons Photo courtesy of Michael Surran Attribution ShareAlike 2.0 License Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo: Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. -
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shared by jac19701212 on 23 Mar 16
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Literacy Learning and Technology - 1 views
www.curriculumsupport.education.nsw.gov.au/...tech_lit_learn.pdf
literacy Technology education EDC3100 curriculum
shared by jac19701212 on 23 Mar 16
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ICT - the ability of individuals to use ICT appropriately to access, manage, integrate and evaluate information, develop new understandings and communicate with others in order to participate effectively in society.
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AC HASS Geography Yr2 - 1 views
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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK013)
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The location of the major geographical divisions of the world in relation to Australia (ACHGK009)
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Pose geographical questions about familiar and unfamiliar places (ACHGS013)
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Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS017)
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People are connected to many places
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"Teaching with technology integration" by Ping Liu - 4 views
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the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction
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They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs.
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Variables such as influence of mentor teachers, technology access, skills, pedagogical competence and personal attitudes had an impact on their application
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Laptop Use in Classrooms - 1 views
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In my last professional experience, laptops (and direct internet access) were used as subsitutes for textbooks. This was a highly effective as students remain engaged throughout the entire lesson and it was a great experience to be able to integrate technology into every lesson.
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Nine Elements - 0 views
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Nine Themes of Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. Digital Access: full electronic participation in society. Technology users need to be aware that not everyone has the same opportunities when it comes to technology.