technologies that are used for accessing, gathering, manipulating and presenting or communicating information
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ICT for Years 4 - 12 - 3 views
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A short list of student expectations for ICT's across different year levels -
These are a sort of pre-cursor/Queensland specific version of the ICT capability and it's learning continuum. Still useful to see what the expectations are.
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What are ICTs?: A Queensland View - 10 views
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Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching?
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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.
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ICT tends to mean computers and their peripheral devices
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This is no longer the case. Mobile phones, tablets, bee bots and the integration of ICTs into a range of devices is moving beyond just computers
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I totally agree. Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks. -
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.
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what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
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It's important how technology is used. What impact it has on learning. Using technology is not enough
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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.
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The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
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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.
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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
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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?
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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.
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The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
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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".
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There is no standard school configuration of machines
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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.
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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.
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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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Modern technologies are very powerful
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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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Teachers: What's Your Motto in the Classroom? | Edutopia - 2 views
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The Week 2 activity in asked What's your pedagogy? got me thinking, I decided that building relationships with my students was extremely important to me. I agree with this article and Elena Aguilar shares a very similar pedagogy, her classroom is not just individual students, it's a community in which everyone belong -
Awesome question! I have a number of motto's but I think one stands tall amongst them all. We are all equal and put downs of course are not to be tolerated but I believe more focus on student fear of failure resulting in a lack of effort to succeed. There will be times in our career where we will witness students losing motivation due to ridicule from peers or even self-ridicule. More than once I have heard in a maths classroom a student admitting, "Oh I'm not good at maths", even when I can see that they are quite capable. Effectively the student is giving themself permission to fail. My moto is "THANKS FOR CORRECTING ME!" Too often students fear answering a questions in case they get it wrong, and some students will abuse others for their mistakes. It is a cultural attitude that is in the workplace as well as the classroom. If someone voices that they have discovered a mistake you have made, then that gives you the opportunity to correct yourself. If you cannot see the error, then it is an opportunity for them to teach you something new. It doesn't matter which way you look at it, mistakes should be celebrated as a collaborative learning opportunity, and as teachers we should encourage this. Olympic gold medal winner Adam Kreek talks about happy failure and emergence: https://www.youtube.com/watch?v=H8P7Ni1NwB0
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The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views
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Whether it is solving a differential equation on the motion of charged particles or keeping track of a nuts-and-bolts inventory, the digital computer functions fundamentally as a numerical transformer of coded information. It takes sets of numbers, processes them as directed and provides another number or set of numbers as a result
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Among the characteristics that make it different are the flexibility with which it can be adapted generally to logical operations, the blinding speed with which it can execute instructions that are stored within its memory, and its built-in capacity to carry out these instructions in sequence automatically and to alter them according to a prescribed plan.
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Despite its size and complexity, a computer achieves its results by doing a relatively few basic things. It can add two numbers, multiply them, subtract one from the other or divide one by the other. It also can move or rearrange numbers and, among other things, compare two values and then take some pre-determined action in accordance with what it finds.
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For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
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Increasingly there are algorithms that mean that the computer doesn't need to be told what to do. It is capable of learning. For example, in the past computers couldn't drive cars on the road. To do this the computer would have to be told how to do everything - accelerate, turn, how far to turn etc. The new algorithms are such that a computer (actually probably many computers) can drive a car without being told what to do (not a perfect analogy, but hopefully useful)
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If the data put into the machine are wrong, the machine will give the wrong answer
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Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
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o specify 60,000 instructions
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Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
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This requires an input facility that converts any symbols used outside the machine (numerical, alphabetical or otherwise) into the proper internal code used by the machine to represent those symbols. Generally, the internal machine code is based on the two numerical elements 0 and 1
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This applies to any data that an ICT uses - pictures, sound etc. It has to be converted into 0s and 1s (binary digits) that software can then manipulate
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The 0's and 1's of binary notation represent the information processed by the computer, but they do not appear to the machine in that form. They are embodied in the ups and downs of electrical pulses and the settings of electronic switches inside the machine
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The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
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This is the bit of the ICT that does the manipulation. Everything you do to manipulate data (e.g. apply Instagram filters) is reduced down to operations that an arithmetic-logic unit (ALU) - or similar - can perform
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An "ancient" (1967) explanation of how a digital computer works - including some history.
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WiFi in Schools Australia - Risks. The darker side of ICT - 5 views
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This is something worth reading! Have you considered the long term effects of WIFI in the classroom on student health? Or maybe your childrens health? Watch the Video and be informed. As teachers we have a moral obligation to ensure the safety of students. - ...3 more comments...
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You may also wish to explore a little further on this issue, rather than just rely on a single source. Teachers also have an obligation to be fully informed.
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WIFI - The uncontrolled global experiment on the health of mankind There are little to no studies of the long-term effects of EMFs and on a developing brains, which are physiologically more vulnerable than the adult brain for a number of reasons. With WIFI being a relatively recent technology, there is a gap in the literature addressing longitudinal studies of EMF and children. If you wish to view a recent peer reviewed study assessing just the short-term effects you may read Kuzniar et al. (2017). As we know, in our current metropolitan environment we are exposed to EMFs constantly. Markov and Grigoriev (2013) have clearly addressed some of the ethical and political issues arising from the use of WIFI technology and the unregulated global approach and safety guidelines. Grigoriev has explored this with a number of peer-reviewed studies. One that I found interesting was his article "Cellular communications and public health, 2012". From what I have read, there seems to be a consensus in the scientific community that this is an area for further research as conclusive results of the long-term effects of EMF on children cannot be found. Further reading is included below (apologies for inconsistent referencing style): Grigoriev & Markov (2013) Wi-Fi technology - an uncontrolled global experiment on the health of mankind: http://dx.doi.org/10.3109/15368378.2013.776430 Kuzinar et al. (2017). Semi-quantitative proteomics of mammalian cells upon short-term exposure to non-ionizing electromagnetic fields. http://journals.plos.org/plosone/article/metrics?id=10.1371/journal.pone.0170762#citedHeader Stable URL: http://dx.doi.org/10.1371/journal.pone.0170762 Grigoriev YG. Cellular communications and public health. Radiat Biol Radioecol. 2012a; 52 2: 1-4. Anke etal. (2015) Environmental Radiofrequency Electromagnetic Fields Exposure at Home, Mobile and Cordless Phone Use, and Sleep Problems in 7-Year-Old Children, http://dx.doi.org/10.1371/journal.pone.0139869
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Thank you for sharing I watched the video and it certainly illuminates some serious concerns not only in schools but also in our homes. I will now be looking at where our wifi unit will be situated and taking a closer look at our homes technologicial set up. This is very important to share and my children will be taking a look at this video later today. I have also read about some experiments students have done at school with a living plant that they placed near the computer and Wi-Fi as a science experiment I will see if I can find the link. I agree it is also important to research such a topic to get a broader scope of the situation. Regards Faye U1069753 -
Thanks for your input Faye, The intent of my original post was not to create hysteria but to encourage critical thinking, as National Government institutions can be slow to respond to new global research...especially when it may challenge our current 'comfortable' way of life and assumptions. Cheers, u1070429
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Thank you for sharing this information. My thoughts are an education in civilised countries can't function without these devices. Children response to technology than any other educational diverse. There are more positive than negative. Using technology in the 21st century is helping our kids engage in the classroom, and our children need these devices to function in their learning to become capable and able students in future. I work in a school setting where the majority of the student's complete task using computer and iPad. We as teachers need these devices to function properly in our role as educators. Technology is fun, engaging and reliable to some extent, these methods over the years have help to improve our student outcome. Thanks, Joy
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Applying the RAT to a learning activity: Apply the RAT framework - 2 views
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earning is amplified
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use of ICTs
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search the Internet
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Diigo, WebQuests and many others) to help the teacher prepared, then there's a change of some amplification
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look at how to use webquest and diigo even consider using go animate - I guess that is on webquest
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amplify the quantity and quality of the resources
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there's nothing here that is transforming student learning
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opportunity to help students develop their ICT general capabilities
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Not something that would have been required
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