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What Is a Schema? - Psychology - About.com - 1 views

psychology.about.com/...def_schema.htm schema week1
shared by nickyrehner84 on 06 Mar 14 - Cached
miss smith liked it
  • A schema is a cognitive framework or concept that helps organize and interpret information. Schemas can be useful because they allow us to take shortcuts in interpreting the vast amount of information that is available in our environment. However, these mental frameworks also cause us to exclude pertinent information to instead focus only on things that confirm our pre-existing beliefs and ideas. Schemas can contribute to stereotypes and make it difficult to retain new information that does not conform to our established ideas about the world.
    • nickyrehner84
      nickyrehner84 on 29 Jul 14
       
      interesting
  • djplaner on 06 Mar 14
     
    Good find from Anna, a bit more on schema.
  • nickyrehner84 on 29 Jul 14
     
    Good find from Anna, a bit more on schema.
9More

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 0 views

hackeducation.com/...s-are-questioning-khan-academy rat transformation pedagogy khan
shared by djplaner on 05 Apr 15 - No Cached
  • But that's the crux of the problem right there: lecture-demonstrations. Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
    • djplaner
      djplaner on 05 Apr 15
       
      So is this "replacement", "amplification" or "transformation"? At a base level it's amplification in that the learner can pause, rewind and replay. Not something they can do in typical lecture demonstrations.
  • They point to studies that find while students receive these sorts of videos positively, they are actually learning very little or learning very superficially
  • Physics teacher Frank Noschese, for example, contrasts the video of Khan's explanation of force with a video documenting his students' exploration of force through hands-on experimentation.
  • ...2 more annotations...
  • But as some people have found, this sort of reward system on Khan Academy may encourage completion of material for the sake of badges, rather than for the sake of learning itself.
    • djplaner
      djplaner on 05 Apr 15
       
      The ramifications of changes wrought by ICT can lead to unexpected consequences. Yes, students may be completing all of the Khan Academy activities, but are they learning? How long do they retain that learning?
  • Khan Academy has expanded from just creating videos to include a whole platform through which students can move through the content, including analytics for teachers and parents to track them
    • djplaner
      djplaner on 05 Apr 15
       
      Replacement, amplification or transformation? Teachers should always have been tracking student progress. Khan Academy makes it much, much easier - so amplification. But Khan Academy also makes it easy for the parent's to track - amplification or transformation?
  • djplaner on 05 Apr 15
     
    Another article looking at the argument between those who see Khan Academy as "the bees-knees" and those who see some problems. There's a point about "lecture-demonstrations" (the model used by Khan) that is particularly relevant to this cause and the idea of the RAT framework.
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The Gradual Release Model (I do, We do, You do) - 3 views

www.sjboces.org/...ReleaseResponsibilityJan08.pdf
shared by u1044820 on 12 Mar 15 - No Cached
  • tanyacouper on 14 Mar 15
     
    Hi I have never heard about this framework until week two of this course. I am sure I have used something similar but now I have a name and a framework to use n my lesson plans. Great share this is a keeper. This will be useful in both theory and practical lessons, in both my teaching areas.
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Five Principles of Extraordinary Math Teaching - 0 views

www.mathnasium.com/...of-extraordinary-math-teaching math mathematics theory principles design
shared by djplaner on 08 Mar 16 - No Cached
  • djplaner on 08 Mar 16
     
    A TEDx talk that offers 5 principles for teaching mathematics. 5 principles that act as a simple framework for designing a lesson, unit etc. How might ICT be used with each of these questions.
2More

Trump University's Online Materials Are a Lot Better Than Your University's Online Mate... - 0 views

hapgood.us/...r-universitys-online-materials design pedagogicalFrameworks
shared by djplaner on 10 Mar 16 - No Cached
  • Here’s a list of what you need, from some of Schank’s early 1990s work: Learning goals – target skills or understandings the student will grapple with Mission – objective the student will pursue Cover story – a fictional background story that provides a motivational context for the activity Role – the character a student will play in the simulation Scenario operations – the activities the student will perform to achieve mission, presented in optimal sequence. Resources – the reference materials the student will use to solve the problems presented Feedback – provided by experts (usually through video) but in just-in-time segments, usually telling stories about related experiences
  • djplaner on 10 Mar 16
     
    Blog post describing the "pedagogical framework" behind the type of online courses taught at Trump University. Links to the work of Roger Schank.
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Momentum EYLF | Supporting the Early Years Learning Framework - 1 views

www.momentumeylf.com.au education early childhood resources
shared by Laura Davis on 23 Mar 13 - No Cached
  • Laura Davis on 23 Mar 13
     
    We have joined this site, the documentation profiles are excellent and allow Educators to enter data directly to each child's portfolio. Welcome to Momentum EYLF. Momentum EYLF will assist your childcare service to meet and exceed community and government expectations.
1More

TPACK | ~ Vinah's Blog ~ - 1 views

davinah29.edublogs.org/...tpack EDC3100 education
shared by Davina Hirsch on 26 Mar 13 - No Cached
  • Davina Hirsch on 26 Mar 13
     
    Technological Pedagogical Content Knowledge , known for short as TPACK, is a framework used to understand and describe the kinds of knowledge needed by a Teacher for effective pedagogical practice in a technologically enhanced learning environment. The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman (1986) and TPACK builds on those core ideas through the inclusion of technology (Wikipedia, 2013).
1More

playforce.org - Playforce: Learning from the games we play - 1 views

beta.playforce.org ictexamples games frameworks
shared by djplaner on 20 Feb 13 - No Cached
  • djplaner on 20 Feb 13
     
    A development version of a website aiming to help "players, parents and educators share learning experiences in games'. i.e. it helps you identify what games might be useful for learning and what they might help with.
21More

Self-authored e-books: Expanding young children's literacy experiences and skills (full... - 2 views

www.earlychildhoodaustralia.org.au/...cy-experiences-and-skills.html Early Childhoo
shared by Elke Arndell on 22 Mar 14 - No Cached
  • PowerPoint is ideal for helping young children to make basic self-authored e-books.
  • helping early childhood professionals to engage young children in new literacy and language experiences.
  • multi-literacies, that self-authored books present an opportunity for early childhood professionals to develop a partnership between ICT and reading.
  • ...16 more annotations...
  • By helping children self-author and produce e-books, early childhood professionals can make the use of computers more interactive and personal.
  • PowerPoint is ideal for helping young children to make basic self-authored e-books.
  • information and communication technology (ICT) is being viewed as another tool for early childhood professionals and children to use in this domain of learning in a way that can complement the more traditional provision of literacy experiences (Hills, 2010; Parett, Quesenberry & Blum, 2010; Marks, 2007; Siraj-Blatchford & Siraj-Blatchford, 2003).
  • Brown and Murray (2006) put it, children need to be able to use ICT so that they are adequately prepared for the future
    • Elke Arndell
      Elke Arndell on 22 Mar 14
       
      This can be included in play-based, co-constructed classrooms by incorporating the internet, digital camera, iPad. Communication can be a simple as a menu of pictures, looking at a picture to create a mask or sea creature, to photograph a collage item and add the photo to a construction book.
  • Western society has invested print-based media with significant authority, but notions about literacy are changing. As society and technology evolve, there is a shift to an acceptance of digital forms of literacy (Jewitt & Kress, 2003). Increasingly, young children are exposed to communication tools and circumstances that are multimodal instead of solely linguistic (Hill, 2007
  • ICT as a tool for enriching the teaching and learning environment for young children.
  • They explain a mode as a ‘regularised organised set of resources for meaning-making, including image, gaze, gesture, movement, music, speech and sound effect’ (p. 2).
  • Text now refers to multiple forms of communication including information on a digital screen, video, film and other media, oral speech, television, and works of art as well as print materials. Electronic texts in particular have become part of children’s everyday lives to the extent that before they commence school, a growing number of children have more experience with electronic texts than they do with books. It is important to recognise that print is now only one of several media which transmit messages in our culture (p. 156).
  • The reading of texts has traditionally focused on decoding–encoding print’s alphabetic codes. Texts children read today, however, might be a mixture of images and print, and the delivery might be interactive with mobile forms rather than just print fixed on a page (Walsh, 2008).
  • These multi-media forms of literacy include traditional forms of print and numbers, but also hypertext, symbols, photographs, animations, movies, DVDs, video, CD-ROMs and website environments (Luke, 1999; Walsh, 2008).
  • Belonging, Being and Becoming: The Early Years Learning Framework. In particular, Outcome 5: Children are effective communicators, has a section on how they can use ICTs to access information, explore ideas and represent their thinking (Australian Government Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments, 2009).
    • Elke Arndell
      Elke Arndell on 22 Mar 14
       
      Families and parents are still a child first teacher. Teachers acknowledge and respect that each child comes to a centre with varying degrees of prior knowledge.
  • Young children may have access to certain technologies as they were already present in their homes but this did not always mean that they were allowed and/or able to use these. O’Hara’s findings support the arguments made by Marsh (2004), Smith (2005) and others that young children already have an understanding of ICT knowledge and competences when they enter formal schooling as a consequence of differing levels of parental intervention and modelling along with being able to acquire their own new information, abilities and attitudes.
  • that to read and create multimodal texts, children do need to be able to combine traditional literacy practices with the comprehension, design and manipulation of various ‘modes of image, graphics, sound and movement with text’ (p. 108).
  • Walsh (2008) and Healy (2000), we are not suggesting abandoning practices centred on the traditions of print literacy but instead propose early childhood professionals include a range of texts for young children that expand beyond the current print traditions. Self-authored e-books are one way to accomplish this, as they can create a partnership between ICT and reading.
  • Elke Arndell on 22 Mar 14
     
    Self authored e-books
  • Elke Arndell on 22 Mar 14
     
    Self authored e-books
19More

The Overselling of Ed Tech - Alfie Kohn - 2 views

www.alfiekohn.org/ed-tech whyicts whynoticts
shared by djplaner on 16 Mar 16 - No Cached
  • y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it
    • djplaner
      djplaner on 16 Mar 16
       
      'd sugest that "it depends" includes consideration of the "somewhere" in which it is being used. The class, the learners, the teacher(s), what is being learned..
  • But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency
    • djplaner
      djplaner on 16 Mar 16
       
      And here's #2 of the "big three".
  • Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
    • djplaner
      djplaner on 16 Mar 16
       
      The first of the "big three reason". As here, there are arguments aginst this particular reason, or at least for not having it drive the why (not) question
  • ...5 more annotations...
  • We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
    • djplaner
      djplaner on 16 Mar 16
       
      The "theory" method from the Why (not) framework can help inform this, but you do need to question your deeper assumptions about this question. Of course, the problem you face is that the "way things are done" impacts this greatly and can limit what you can question
  • Some people seem to be drawn to technology for its own sake — because it’s cool
    • djplaner
      djplaner on 16 Mar 16
       
      Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
  • Despite corporate-style declarations about the benefits of “innovation” and “disruption,” new forms of technology in the classroom mesh quite comfortably with an old-school model that consists of pouring a bunch o’ facts into empty receptacles
    • djplaner
      djplaner on 16 Mar 16
       
      i.e. horsey horseless carriage thinking
  • Far more common, in any case, are examples of technology that take for granted, and ultimately help to perpetuate, traditional teacher-centered instruction that consists mostly of memorizing facts and practicing skills
    • djplaner
      djplaner on 16 Mar 16
       
      This is where we can have some argument. There is some value in doing this type of stuff as long as there is amplification going on AND it's part of a broader move from traditional forms of learning to different types of learning. I'm also troubled by the "one size fits all" approach to this. "Nothing works everywhere".
  • According to an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.
    • djplaner
      djplaner on 16 Mar 16
       
      This is a danger
    • djplaner
      djplaner on 16 Mar 16
       
      There's nothing wrong with using ICT to make your job easier, but it shouldn't be the only thing you do with it
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
1More

SAMR Misconceptions - YouTube - 1 views

www.youtube.com/watch samr frameworks
shared by djplaner on 24 Feb 14 - No Cached
  • djplaner on 24 Feb 14
     
    Good 3 minute video addressing some misconceptions/mis-uses of the SAMR model
17More

Assignment 1 - 4 views

padlet.com/1o8q14m42x assignment
shared by Stephen Druery on 08 Mar 14 - No Cached
  • rtefac
    • Stephen Druery
      Stephen Druery on 08 Mar 14
       
      I have not forgotten my Journal. It is a work in progress.
    • Stephen Druery
      Stephen Druery on 08 Mar 14
       
      That should read Artefact at the top.
  • explained directly to your description of the teaching context
  • reasons for using ICTs to enhance students' learning within that context.
  • ...12 more annotations...
  • resources
  • nature of the students
  • site's pedagogical framework or approach
  • relevant curriculum
  • be drawn from a context very similar to your teaching context
  • supported by or draw upon established research
  • explain this in layman's terms
  • Each reason should also be illustrated with an example of how another educator has already used ICTs to achieve the stated benefit.
  • be illustrated with an example of how another educator has already used ICTs to achieve the stated benefit.
  • should be drawn from a context very similar to your teaching context
  • Clearly describe
  • no more than the equivalent of 1000 words or 7 minutes speaking time.
1More

Curriculum & Leadership Journal | Skills for the 21st Century: teaching higher-order th... - 4 views

www.curriculum.edu.au/...gher_order_thinking,37431.html
shared by jillarnell2015 on 05 Jun 15 - No Cached
    • jillarnell2015
      jillarnell2015 on 05 Jun 15
       
      on my PE i have had to follow this framework 
15More

13 reasons to use educational technology in lessons - ICT and Computing in Ed... - 7 views

www.ictineducation.org/...nal-technology-in-lessons.html Assignment 1 reasons to use ICT
shared by georgiac94 on 04 Mar 13 - No Cached
  • ICT can provide both the resources and the pedagogical framework for enabling pupils to become effective independent learners. For example, computer programs are available that adjust themselves to the pupils’ level and then set appropriate tasks and give feedback on performance. Used wisely, these can help pupils to move on.
  • Where information and communications technology (ICT) is taught well, it has been shown to enhance pupils’ levels of understanding and attainment in other subjects. That’s because “real” ICT is more about thinking skills than about mastering particular software applications.
  • Pupils usually enjoy using computers and other types of technology, so lessons which make use of it start off with an advantage (which is all too often squandered).
  • ...6 more annotations...
  • Just about every aspect of modern life involves educational technology; therefore, to not make use of it in the curriculum is anachronistic.
  • ICT places all learners on an equal footing
    • Isabella Irvine
      Isabella Irvine on 02 Mar 14
       
      something else to consider 
    • Stella Leotta
      Stella Leotta on 05 Mar 14
       
      an interesting article to read. 13 reasons to use educational technology in lessons.
  • implement personalised learning.
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      this is an important area. Used correctly ICT can support students that require greater levels of scaffolding and do so in a way that allows the student to maintain control of their own learning path.
  • Educational technology puts the pupil in control (if it is well-designed), enabling her to personalise the interface, select and create resources, and even choose what to learn
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      This needs to be managed well as few students have the skills to fully manage what they are learning. Perhaps they do however the constraints of the curriculum require they cover set criteria. Choices are available but these still need to be guided and negotiated with the teacher
  • motivating pupils
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      motivation also extends to reduced behaviour issues in a class where students are engaged in their learning
  • katrina carpenter on 07 Mar 14
     
    15 reasons to use ict
  • georgiac94 on 11 Mar 15
     
    Believe this could be really beneficial info for Assignment 1 in regards to why we should enable the use of ICT with in the classroom - hopefully you will be able to resonate with a few pointers in context to something you may have experienced or be familiar with.
2More

Schema (psychology) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Schema_(psychology) Schema learning EDC3100
shared by nicolab05 on 18 Feb 15 - Cached
  • It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information
  • tendency to remain unchanged
1More

Using the Interactive Whiteboard to support Teaching and Learning - Krause Innovation S... - 3 views

innovation.ed.psu.edu/...-support-teaching-and-learning
shared by Diane Thomas on 17 Apr 15 - No Cached
    • Diane Thomas
      Diane Thomas on 17 Apr 15
       
      More information regarding the RAT framework
3More

Authentic Audiences - ICT by Teachers - 3 views

ictbyteachers.weebly.com/authentic-audiences.html authentic authenticaudience why reasons
shared by djplaner on 28 Mar 15 - No Cached
  • The teacher’s role will move from the “sage on the stage” and become “the guide on the side
    • djplaner
      djplaner on 28 Mar 15
       
      In terms of the RAT framework - the Instructional Method is being changed here.
  • djplaner on 28 Mar 15
     
    A web page outlining what an "authentic audience" is, the benefits, and what changes might arise from creating one for your learners.
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