Computer-based games and virtual worlds provide opportunities for learners to be immersed in situations in which they can experience and get close to phenomena and processes
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Musings on the Middle Years of Education | from a Middle Years teacher & leader | Page 2 - 2 views
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David is a middle years teacher in Toowoomba working in a private school. David blog aims at the students, the parents of the students and other teachers ofcourse. A quick read of the blog shows David focusing on the students and their development, with blogs around behaviour management and reference to Maslow's theory on student environments. Other blog posts see David referring to TED talks and posting regular info-graphics to inspire his students for the week.
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21st Centyru Learing and ICTs - 3 views
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I read a very interesting article written by Joke Voogt (the Netherlands), Chris Dede (USA).Ola Erstad (Norway), which discusses the importance of ICTs in 21t century learning. They reiterated on the topic that "rapid development of information and communication technologies (ICT) are continuously transforming the way in which we live, work and learn." They explored they skills that are required for living and working in the 21st century: collaboration, communication, digital literacy, citizenship, problem solving, critical thinking, creativity, productivity. I agree with Voogt and Dede when they say that "an important change has taken place in the way new digital tools and collaborative environments have enhanced learning, from an emphasis on reproducing information and content to content creation and sharing in virtual environments, which some describe as a remixing culture. There are 3 main literacies that we need to develop: Technological literacy (to be aware of the interplay between technology and society), ICT literacy (the skills needed to make effective and efficient use of ICT) and Information literacy (the capacity to access information efficiently and effectively) (Voogt and Dede, 2011). I think the biggest statement that they make is "using ICT to shift our educational structures from industrial era schools to new types of 21st century formal educational models is important" (Voogt & Dede, 2011). I believe schools are now on the edge of this shift, but some educators are reluctant. I mean to make that shift, to evaluate how I use ICTs in the classroom and how I use them to transform learning, not just to use them as 'add-ons'.
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Awesome Web Tools to Create Interactive and Collaborative Classroom Activities - 3 views
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These can really help to bring your classrtoom alive by creating an engaging, collaborative environment.
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Games and Virtual Worlds | - 0 views
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This immersion helps them develop tacit/implicit understanding and intuitions about such phenomena and processes as they think about choices, take action, and see the impact of their decisions in a meaningful context.
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It is difficult to get the integration of games and learning right.
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Some of the best results in recent years have emerged from virtual worlds through thoughtful design of the learning environment that leveraged what we know about how children learn, especially in collaborative, technology-mediated spaces.
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In the design perspective with the longest history, games have been viewed as conduits or vehicles for the delivery of curricular content
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The research literature suggests three different perspectives on designing games for learning
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Second, with the growing sophistication of game play and its rise in the general population, educators have looked for game elements or “game mechanics” that can be borrowed and transferred to educational settings to improve engagement
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A third perspective on the role of games and virtual worlds in education is organic: looking for and exploiting curricular topics inherent in popular games
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Virtual worlds are typically more focused on exploration than a specific game mechanic and they open up other possibilities for learning
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Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge
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Article describing games and virtual worlds and their application to learning and teaching.
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Rethinking the relationship between pedagogy, technology and learning in health and phy... - 2 views
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What we saw instead was that DigiTech enabled teachers and students to do the same things faster and more efficiently, albeit after some teachers had invested time and effort in learning how to use different technologies.
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We conclude this paper by drawing on Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) to suggest that a focus on ‘emerging technologies’ and ‘emerging practices’ in digital learning could be a useful way forward. As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, ‘emerging technologies’ and ‘emerging practices’ transcend disciplines and, moreover, what makes practice and technology emerging is not the technology, but rather the environments in which technologies and practices operate. Emerging technologies and practices, therefore, are foregrounded in the belief that technologies and practices shape and are shaped by sociocultural environments.
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As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, DigiTech is not yet established in education.
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Journal paper seeking to address two questions (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people's learning and (2) what steps are required to develop new DigiTech pedagogies?
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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 :(
Stages of Teacher Development - 1 views
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The Tail Wagging the Dog - Again! | Where 2 Now? - 6 views
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Once this program has been implemented, how do we measure our success?
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How will you measure the success of any attempt you make when integrating ICTs into your teaching?
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Perhaps by reflecting on the way ICT has transformed the learning? In what ways has ICT integration improved the quality of the learning experience? -
Going on the last comment, I guess it goes back to 1 of the Postman's theory, about there being two sides to a story. For every advantage there is always a cost involved. How do you measure the success of ICT and what is the cost involved? -
I believe that you have succeeded in incorporating ICT's in your pedagogy when students are able to achieve outcomes that they may have otherwise struggled to achieve and when the ICT component adds to the learning experience rather than deducts from it. When you make ICT the tool rather than the lesson. -
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Will any student learning objectives have even been considered? Eventually, maybe. But not until after the die has been cast, defining the hardware and software parameters that will make up “the solution”.
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This is the "technology tail" wagging the "education dog". Technology first, learning second.
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I'm confused by this statement. Shouldn't learning come first and then technology to enhance the learning? I might just have to go back over and read this section again from week 3. -
"Tail wagging the dog" is meant to indicate that it is the wrong way around. In theory education should come first.
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One would expect that any educational organisation whose primary purpose is the delivery of education, would have learning outcomes at the heart of any planning process considering the distribution of such a large allocation of money.
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Why can’t we build our school ICT infrastructure plans around the learning needs of students, and create a quality teaching environment and professional development program that supports these needs, rather than the other way around?
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I'm a little confused? isn't this supposed to be what we are trying to do. If using the tool belt theory, aren't we meant to TEST, whether our ICT's are applicable and most appropriate?
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Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution". This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
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Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution". This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
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Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution". This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
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Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution". This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
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Another "EduDoggy" example. This time in the context of NSW schools and the Federal Government's recent "Digital Education Revolution". This is only of interest to make the EduDoggy point and will be pointed to (maybe) during next week's content.
Teacher and student resources - 5 views
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Goo.gl - another url shortening tool - 0 views
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Goo.gl is like Tiny URL and shortens your url so that it fits and is more presentable in environments such as Twitter and Prezi.
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TPACK | ~ Vinah's Blog ~ - 1 views
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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).
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Miss Bent and the 1B classroom - 0 views
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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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shared by freflet24 on 11 May 16
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http://www.coolaustralia.org/unit/cool-burning-primary/ - 0 views
www.coolaustralia.org/...cool-burning-primary
sustainability environment bushfire burning Indigenous education resources
shared by freflet24 on 11 May 16
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What's so cool about 'cool burning'?
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and managers
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sharing their knowledge
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Cool burning, students investigate the way the Indigenous land managers manage controlled burns e.o. relevant facts about the way people manage placed to mitigate and control fire hazards
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Teachers, Teaching and ICTs | infoDev - 2 views
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ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research from OECD countries suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
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despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
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Experience in EDC3100 supports this. People tend to use ICT to enhance existing methods, rather than for transforming what they do. Especially in Assignment 3 (which is based on Professional Experience).
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The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.
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This is one of the main reasons behind the push for you to create a Personal Learning Network. A PLN is a peer network that can be an important aid to your teaching.
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Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively
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Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers.
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By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.
Other alternatives to scratch EDX4130 - 2 views
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let the children play - 4 views
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A very informative blog about preschool, play, early childhood education, learning outdoors, play outdoors, children and nature and play activities specific to kindergarten. -
I follow this group on Facebook and love seeing all,of their post. They post ideas and believes that should just be second nature to all childhood teachers though sadly are not. Play really does hold such an important role in the learning of young children, whether it is using the natural environment or ICT resources, allow children to be children and enjoy their childhood and let them learn naturally not through over processed activities designed by teachers that just need to meet paper work requirements. -
This blog is full of fantastic ideas, resources and creativity for early childhood teachers, and pre service teachers.
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Those Who Can, Teach - 4 views
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I would have to say my 'writing roots' didn't really get started until college. I got the writing bug in college, alongside some inspiring teachers-turned-professors who were passionate about helping their students inspire their students. In that environment, writing was democratic-anyone could do it, anyone could teach it, and everyone is a writer.
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Confused? Don't worry because that can be a good thing - 1 views
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The ideas presented feel like they make sense at the time. But if the ideas do not challenge us in a fundamental way, they might not be being processed deeply enough to lead to any lasting learning.
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Such environments may lead us into having a false level of confidence in our understanding of complex concepts. Glossy, high production value resources have been shown to give people an inflated sense of understanding.
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So a key way to harness confusion when you are challenged with new concepts or ideas, is to recognise that confusion exists. Be comfortable with this, but seek to resolve it
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But our own research and that of others suggests that confusion, rather than being a negative, can actually be a productive aspect of the learning process.
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The key is to ensure that when confusion occurs, it is recognised and it is not allowed to persist for too long