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.
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GEOGstandards - About this site - 2 views
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This site provides access to the nine geography standards and eleven samples of classroom geography teaching. Each of these is designed to offer a basis for professional learning.
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! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views
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More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
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recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
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digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
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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
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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
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Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
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depends increasingly on how knowledge is used and howexpertise is deployed.
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in education.
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Globalisation offers considerable opportunities
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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.
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Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
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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.
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there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
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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
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New sources of learning materials drawnfrom right around the world are accessible via the Internet
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information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
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Although an older article it still has many relevant ideas for ICT today -
Although an older article it still has many relevant ideas for ICT today
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What is flipped classroom - The University of Queensland, Australia - 1 views
Topic of Interest - ICTs and HPE - 3 views
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What are ICTs?: A Queensland View - 10 views
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technologies that are used for accessing, gathering, manipulating and presenting or communicating information
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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? -
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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Giving younger children voice in primary geography: empowering pedagogy - a personal pe... - 0 views
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A great article which has contributed to my Geographical PCK. It can be accessed through the USQ library. I especially love the concluding words "Children's voices empower pedagogy".
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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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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.
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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.
Teacher and student resources - 5 views
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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.