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Hello!Hello!Hello! - 0 views

davinah29.edublogs.org edc3100
shared by Davina Hirsch on 27 Feb 13 - No Cached
  • Davina Hirsch on 27 Feb 13
     
    Hi Everyone! What a wonderful platform to use for interacting with each other, sharing our experiences and learning from each other. My name is Davina and I am looking forward to learning with you and from you throughout the duration of this EDC 3100 course. I have attached a link to my blog, so please feel free to browse my page and learn a little bit more about me. Good luck everyone and happy learning!
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10 Resources for World Maths Day | Teaching News - 3 views

www.teachingnews.co.uk/...-resources-for-world-maths-day maths teaching resources ICT EDC3100
shared by Katie Reed on 10 Mar 13 - No Cached
  • djplaner on 10 Mar 13
     
    Collection of math resources (a bit late) for World Maths Day
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Cellular Etiquette for Teens | Psychology Today - 0 views

www.psychologytoday.com/...cellular-etiquette-teens
shared by Jessica Stone on 08 Mar 13 - No Cached
    • Jessica Stone
      Jessica Stone on 08 Mar 13
       
      Interesting ideas - as teachers teaching for and through ICTs, should we be focusing a little bit less on the Internet and broadening our instant view of what ICTs are to be able to teach into a broader variety of them??
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Break-things-into-bits-mistake - 0 views

twitter.com/...325732612469555200 EDC3100 FFF education learning UBD Understanding by Design Wiggins
shared by Michelle Thompson on 21 Apr 13 - No Cached
  • Michelle Thompson on 21 Apr 13
     
    Understanding by Design: Grant Wiggins' blog has been highlighted on Twitter. Wiggins and McTighe wrote UbD.
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What are ICTs?: How you use ICTs is important - 3 views

usqstudydesk.usq.edu.au/...view.php ICT edc3100
shared by Bridget Bell on 06 Mar 14 - No Cached
  • “while new digital technologies make a learning revolution possible, they certainly do not guarantee it” (Resnick, 2002 , p. 32).
  • in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004)
    • Fran Gemmell
      Fran Gemmell on 06 Mar 14
       
      This relates back to the toolbelt theory -  we need to be mindful of the purpose for which we are using ICTs and be open to new ways of doing things and new possibilities that ICTs might offer.
    • Kate Kermode
      Kate Kermode on 09 Mar 14
       
      Yes Fran I agree.. ICT's are fantastic tools within the classroom and can help with student engagement... but we must not forget the importance of tacticle objects and relating back to student context...
  • technologies by themselves have little scaleable or sustained impact on learning in schools” (Honey, McMillan & Carrig, 1999 in Hayes, 2003, p. 3)
  • ...1 more annotation...
  • valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
  • katrina carpenter on 06 Mar 14
     
    This is a bit of a perpetual cycle. Technology itself doesn't guarantee an education revolution but it certainly is the driving force for needing one. 
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Cables and Ports Tutorial - YouTube - 0 views

www.youtube.com/watch iwb resources troubleshooting
shared by djplaner on 07 May 16 - No Cached
  • djplaner on 07 May 16
     
    Video of a teacher showing how to connect a computer up to a Promethean IWB including a few tips, tricks and troubleshooting bits of advice.
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Miss Bent and the 1B classroom - 0 views

wps1b2016.wordpress.com/...a-bit-about-miss-bent EDC3100 resources sharing pck tpack
shared by ruddsword on 25 Aug 16 - No Cached
  • ruddsword on 25 Aug 16
     
    SOLE and TPACK and HPC My teaching pedagogy, is underpinned by contemporary theoretical evidence including the Quality Teaching Framework, Technology Pedagogy and Curriculum Knowledge Framework (TPACK), inquiry-based learning and Self Organised Learning Environment (SOLE) I provide authentic learning contexts where students can become successful, confident, creative individuals, and active, informed citizens using a range of technologies...
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Sparklebox - 1 views

www.sparklebox.co.uk EDC3100 resources ictexamples FFF education earlychildhood speceducation primary worksheets engaging interactive displaying sharing free
shared by Michelle Thompson on 11 Mar 13 - Cached
  • Michelle Thompson on 11 Mar 13
     
    1000s of free resources that most of the teachers at my work use. It is great as based in UK so has similar spelling to us. Some interactive but mostly printed resources. Invaluable.
  • Teresa Morgan on 12 Mar 13
     
    I have used this site for years within my daycare class. I love it to bits, awesome resources. I have also seen my son's current teacher use resources from this site too. Great free printable resources. Every teachers dream.

Sharing Other Teacher Blogs - 8 views

started by naomi7 on 12 Mar 16 no follow-up yet

Tellagami - 1 views

started by Tanya Carter on 13 Mar 14 no follow-up yet
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SpeEdChange: Changing Gears 2012: rejecting the "flip" - 2 views

speedchange.blogspot.com.au/...gears-2012-rejecting-flip.html
shared by Nicole Hunter on 10 Aug 13 - No Cached
  • From the 1890s until World War II homework was consistently highly controversial, with laws against it (California 1901 among many others),
    • djplaner
      djplaner on 10 Aug 13
       
      For me, this is an illustration of "technology becoming mythic". i.e. today, many parents/teachers assume homework is a given.  And yet 100 years ago there were laws against it.
  • 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."
    • Jackie Litwinczuk
      Jackie Litwinczuk on 12 Aug 13
       
      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.
    • Justene Webb
      Justene Webb on 13 Aug 13
       
      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.
    • djplaner
      djplaner on 13 Aug 13
       
      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?
    • djplaner
      djplaner on 13 Aug 13
       
      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.
    • Justene Webb
      Justene Webb on 13 Aug 13
       
      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.
    • Colleen Lenehan
      Colleen Lenehan on 14 Aug 13
       
      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?
    • Nicole Hunter
      Nicole Hunter on 18 Aug 13
       
      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
  • djplaner on 10 Aug 13
     
    A reading for week 5.
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Browse TED Talks | TED.com - 2 views

www.ted.com/talks Resources
shared by jennr0218 on 26 Jul 15 - No Cached
  • jennr0218 on 26 Jul 15
     
    Love browsing through TED when I get the chance. Some intriguing videos if your interested.
  • dfmresources on 27 Jul 15
     
    I just watched a TED talk in the last week about slowing down and taking the time - it was really very true but as I watched it I did keep checking the time bar at the bottom of the page..........thinking about all the other things I should be doing! I do though find watching TED talks, reminds me often of what I already knew but they are usually great reinforcements that remind me of my goals, work / life balance or bits of inspiration that provide a little "pick me up".
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! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views

www.techknowlogia.com/...36.pdf
shared by christinepeterson66 on 03 Aug 15 - No Cached
  • Second, there are profound concerns now about the gapsopening up between the ICT haves and have-nots, betweenthose who reinforce their access to, and use of, ICT ineducation by what they have and do at home, and those whoenjoy little of either.
  • More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
  • recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
  • ...14 more annotations...
  • digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
  • ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W
  • Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges
  • Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
  • depends increasingly on how knowledge is used and howexpertise is deployed.
  • in education.
  • Globalisation offers considerable opportunities
  • Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.
  • Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
  • not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.
  • there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
  • Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus
  • New sources of learning materials drawnfrom right around the world are accessible via the Internet
  • information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
  • christinepeterson66 on 03 Aug 15
     
    Although an older article it still has many relevant ideas for ICT today
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Top ten Reasons to use technology in education - 1 views

www.youtube.com/watch
shared by leoniethomson on 03 Mar 15 - No Cached
  • leoniethomson on 03 Mar 15
     
    Maybe a bit biased. I did like the initial quote from Sheryl Nussbaum-Beach. "Teachers will not be replaced by technology, but teachers who don't use technology will be replaced by those who do." At least one good reason to integrate tech into your pedagogy.
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The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views

www.nytimes.com/...it-works-and-what-it-does.html digital
shared by djplaner on 27 Feb 16 - No Cached
  • 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
  • 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.
  • 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.
  • ...7 more annotations...
  • For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
    • djplaner
      djplaner on 27 Feb 16
       
      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)
  • If the data put into the machine are wrong, the machine will give the wrong answer
  • Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
  • o specify 60,000 instructions
    • djplaner
      djplaner on 27 Feb 16
       
      Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
  • 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
    • djplaner
      djplaner on 27 Feb 16
       
      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
  • 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
  • The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
    • djplaner
      djplaner on 27 Feb 16
       
      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
  • djplaner on 27 Feb 16
     
    An "ancient" (1967) explanation of how a digital computer works - including some history.
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