The literature indicates ways that ICT can support children’s learning, (such as language development and mathematical thinking), including supporting learning for children from diverse cultural or language backgrounds, or with special learning needs.
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Millennials Are More 'Generation Me' Than 'Generation We,' Study Finds | LinkedIn - 0 views
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Millennials, the generation of young Americans born after 1982, may not be the caring, socially conscious environmentalists some have portrayed them to be, according to a study described in the new issue of the Journal of Personality and Social Psychology.
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Role and potential of ICT in early childhood education: A review of New Zealand and int... - 0 views
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NZ and international literature - ways that ICT can support children's learning.
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A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 2 views
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Texting, web-surfing, and iPods are just new versions of passing notes in class, reading novels under the desk, and surreptitiously listening to Walkmans. They are not the problem. They are just the new forms in which we see it. Fortunately, they allow us to see the problem in a new way, and more clearly than ever, if we are willing to pay attention to what they are really saying.
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In short, they tell us that our walls no longer mark the boundaries of our classrooms.
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We just have to stop pretending that the walls separate us from the world, and begin working with students in the pursuit of answers to real and relevant questions.
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'... classrooms have been fundamentally changed.' This statement is a reflection of how classrooms from the past - teacher directed have changed to today's classroom - student centered.
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While most of our classrooms were built under the assumption that information is scarce and hard to find
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Knowledge in the past was only available to selected few individuals. The World Wide Web has placed knowledge at everyone's fingertips. Knowledge is for everyone.
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Knowledge, learning is no longer restricted to lecture halls where students were required to take notes and not question lecturers or teachers. Now, students are self-directed in their learning journey. Students can question knowledge, be critical thinkers.
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Rethinking Education in the New Digital Landscape.pdf - 5 views
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Religion Curriculum P-12 - 0 views
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Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
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Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
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eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
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ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
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Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
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Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
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Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
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Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
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eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
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Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
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ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
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Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
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eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
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Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
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sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
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isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
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eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
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r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
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eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
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In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
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Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
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Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
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personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
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hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
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he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
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In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
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is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
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bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
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The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
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ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
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emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
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eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
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major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
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istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
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eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
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Will technology replace teachers? No, but ... | Edutech - 0 views
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In no education system around the world where I have worked has the introduction of new technologies made teachers less vital or central to the teaching and learning process. On the contrary: As dust settles after new equipment arrives in schools (and eventually begins to work, more or less), and the initial hype around the potential for quick 'transformational change' subsides, the role of the teacher is almost always more central, indeed fundamental, than it was before the introduction of technology.
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New technologies can, and no doubt eventually will, replace many of the routine administrative tasks typically handled by teachers, like taking attendance, entering marks into a grading book, etc
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Machines (perhaps even "teaching machines") may also handle some of the routine, low-end cognitive tasks (e.g. posing multiple-choice questions and grading tests) that teachers currently perform
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Journal of Special Education Technology | TAM | Technology and Media Division - 1 views
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This is a online journal that talks about the issues, opinions and new ideas relating to technology being used in special education! Its really interesting and talks about some really interesting ICT's!
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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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'History Harvest' Project May Spawn a New Kind of MOOC - Wired Campus - The Chronicle o... - 1 views
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Running a "History Harvest" seems one way to get students engaged with the local community.
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This Tiny Gizmo Could Be A Very Big Deal In 2013 - And Beyond - 2 views
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Connected From The Start | Ideas and Thoughts - 2 views
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Announcement of a new book written by a primary teacher about why/how students in K-3 should be connecting to others around the world. Includes a link to the book and to the author's blog.
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shared by Michelle Thompson on 21 Apr 13
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Born to Learn ~ Home - 0 views
www.born-to-learn.org
learning brain education animations learn teaching 21stcenturylearning edc3100 resources FFF ictexamples digitalcitizenship digital citizenship technology creating sharing exchanging distributing making inquiry born
shared by Michelle Thompson on 21 Apr 13
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Got this on Twitter. Worth looking at thought-provoking series of animations that illustrate ground-breaking new discoveries about how humans learn using Vimeo. Directed at teachers and parents.
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8 Brilliant Alternatives To Blogging In The Classroom - 2 views
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Some alternatives to blogging. Most somewhat familiar. oneword is new. That could be interesting.
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Connectivism: A learning theory for the Digital Age - 3 views
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We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge
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the connections that enable us to learn more are more important than our current state of knowing.
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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital.
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Learning and knowledge rests in diversity of opinions.
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Learning may reside in non-human appliances.
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Capacity to know more is more critical than what is currently known
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Nurturing and maintaining connections is needed to facilitate continual learning
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Ability to see connections between fields, ideas, and concepts is a core skill.
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Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
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Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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Our ability to learn what we need for tomorrow is more important than what we know today.
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When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized
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Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Journal article about Connectivism (may be useful for Assignment 3 part B)
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Explainer: what is 3D printing and what's it for? - 3 views
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3D printing is one of the latest ICTs to start generating buzz. It promises to offer new and unique ways for students to create.
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Info For First Time Visitors | Student Blogging Challenge - 4 views
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The Student Blogging Challenge is just one project that aims to help school age learners connect to folk outside of the classroom. An example of ICTs being used to exchange information/communicate A new challenge runs every March and September.
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Ideas to Inspire - Techy Tips for Non-Techy Teachers - 2 views
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Basic tips to add some ICTs to your teaching (lots that we are already using in EDC3100, such as Twitter and Blogging, but some new ones too)
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Curated collection - 1 views
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An online lecture (slides+audio) from Prof Peter Albion (from USQ) for use in the course EDP4130. In 20 minutes or so Peter gives some background to the changes in society, information availability etc that is - at least for some - suggesting a need for new approaches to knowledge, learning and teaching.