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SMART Exchange - USA - Hangman - 2 views

exchange.smarttech.com/details.html IWB flipchart
shared by katrina carpenter on 14 May 14 - No Cached
  • katrina carpenter on 14 May 14
     
    interactive game could be used to help develop content vocabulary and to practice student spelling lists. Good for small group actives or whole class. 
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Initial Ideas for Assignment 2 | A web log by Jamie Rykers - 1 views

jamierykers.wordpress.com/...initial-ideas-for-assignment-2 draftUoW Year4 History
shared by jamielee848 on 30 Apr 15 - No Cached
  • jamielee848 on 30 Apr 15
     
    Context: Year 4 History Content Description: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and ...
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History: What are examples of things in the "common knowledge" about history that histo... - 3 views

www.quora.com/...universally-consider-incorrect history ictexamples
shared by djplaner on 21 Aug 13 - No Cached
  • djplaner on 21 Aug 13
     
    A good example of some CK related to history, but also an example of an online service that aims to generate good content by using the "wisdom of crowds". A little like wikipedia. Quora allows people to ask questions that are answered by large numbers of people, the best answers rising to the top.
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The Weblog of Kylie Merder - 0 views

kmerder.wordpress.com/...41 EDC3100
shared by kmerder on 24 Aug 15 - No Cached
  • kmerder on 24 Aug 15
     
    pedagogical content knowledge article
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Lessons in Creative Commons, Part 2 | Betchablog - 1 views

chrisbetcher.com/...ons-in-creative-commons-part-2 creativecommons
shared by djplaner on 10 Jan 15 - No Cached
  • djplaner on 10 Jan 15
     
    Another wrinkle in the use of CC content
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21st Centyru Learing and ICTs - 3 views

www.curtin.edu.au/...2011_21st_century_learning.pdf education edc3100
shared by angelajhayes on 07 Mar 15 - No Cached
  • angelajhayes on 07 Mar 15
     
    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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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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QR Treasure Hunt - 5 views

www.classtools.net/QR QR pedagogy EDC3100 treasurehunt education
shared by Kate McDonald on 13 Mar 15 - No Cached
katiemaunder and willisah liked it
  • Kate McDonald on 13 Mar 15
     
    A nice little resource ... Could use in either English or Ancient History. I think that it would work better for Ancient History though in terms of content.
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Popcorn Maker - 4 views

popcorn.webmaker.org video editing remix interactive popcorn assignment1
shared by djplaner on 02 Mar 13 - No Cached
  • djplaner on 02 Mar 13
     
    A great tool that I'd never heard of before. Allows you to integrate a range of video, audio and content from just about anywhere on the web.  
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Blog of a Year 3 teacher- Alycia Zimmerman - 0 views

www.scholastic.com/...alycia-zimmerman-0 teacher scholastic blog alyciazimmerman primary
shared by lucindalh on 07 Mar 16 - No Cached
  • lucindalh on 07 Mar 16
     
    I think this teacher is interesting as she posts a lot of interesting and relevant ideas for teaching across a number of different content areas. 
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Research into Ideal Digital Learning Spaces - e-O'Hagan - 0 views

www.e-ohagan.com/-ideal-digital-learning-spaces
shared by talithagraceking on 12 Mar 16 - No Cached
  • , it is daily struggle of teachers and administrators coming to me with computer programs and websites that guarantee student growth and engagement – a “Box of Magic,” if you will. Most of these products cannot provide peer-reviewed research that demonstrates the basis for the design of their products
  • e-O'Hagan onmia mutantur nos et mutamur in illis Resume
  • And yet, if your school district has an “ill” there is a vendor ready to sell you a “cure”.
  • djplaner on 12 Mar 16
     
    Brief blog post talking about what is known about creating digital learnign spaces that produce student knowledge creation.
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Pedagogical Content Knowledge - 2 views

conversationsonkft.weebly.com/...5_measuring_pck_in_english.pdf PCK Content
shared by tressar on 25 Mar 16 - No Cached
  • tressar on 25 Mar 16
     
    This paper has some interesting facts and mentions that English has not really been researched as it is so broad!
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The "Immeasurable" Part 2 - 1 views

willrichardson.com/...the-immeasurable-part-2 assessment 21stcenturyskills learning education
shared by djplaner on 08 Aug 12 - No Cached
  • djplaner on 08 Aug 12
     
    A blog post that presents a graph giving one representation of where certain skills and knowledge sit along two axes - "difficulty to assess" and "learning in a networked world". The argument is that most assessment in formal education focuses on content knowledge and basic skills.  Rather than on more important but more difficult to assess knowledge and skills. It might not be 100% correct, but it's good food for thought. What are you teaching and assessing in your teaching?  What am I doing?
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Standards elaborations [Queensland Curriculum and Assessment Authority] - 4 views

www.qcaa.qld.edu.au/...standards-elaborations edc3100 QCAA
shared by raewynvg on 16 Aug 16 - No Cached
  • should be read in conjunction with the content descriptions.
    • sarah hashim
      sarah hashim on 16 Aug 16
       
      content description as in from the Australian Curriculum?
    • raewynvg
      raewynvg on 28 Mar 17
       
      Yes
  • sarah hashim on 16 Aug 16
     
    QCAA
  • sarah hashim on 16 Aug 16
     
    QCAA
  • raewynvg on 28 Mar 17
     
    QCAA
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Five apps for integrating ICT into the classroom - 2 views

www.edutopia.org/...-content-areas-andrew-marcinek EDC3100 FFF Resources
shared by Faeza ms on 06 Mar 13 - No Cached
  • Faeza ms on 06 Mar 13
     
    Interesting article on how apps are being trailed in classrooms in 2013. Five apps are recommended and I have had positive experiences with Edmodo in particular as it is being used by my sons teachers.
  • Taylor Wilton on 06 Mar 13
     
    Thanks you for posting this! I found it really helpful and interesting. Must just buy some of those apps now!
  • Faeza ms on 06 Mar 13
     
    Thanks Taylor. I saw some of your suggestions too and am adding your Brain pop resource to my tool belt. I have seen this used in classrooms- very effective on smart boards especially for visual and kinaesthetic learners. I saw Brain pop used for a Unit on 'tall buildings'. The explanations, quiz, printout and games were a very engaging part of the lesson.
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Assessment: Assignment 1 - 29 views

usqstudydesk.usq.edu.au/...view.php
shared by Holly Hawkings on 03 Mar 13 - No Cached
  • Average length of blog posts at least 100 words.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
  • 60% or more of the blog posts contain links to online resources
    • djplaner
      djplaner on 03 Mar 13
       
      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)
  • More than two posts contain links to posts from other EDC3100 students.
    • djplaner
      djplaner on 03 Mar 13
       
      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.
    • Nicole Hargreaves
      Nicole Hargreaves on 04 Mar 13
       
      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?
    • djplaner
      djplaner on 04 Mar 13
       
      Yes.
  • ...13 more annotations...
  • Spelling, grammar and vocabulary of a satisfactory standard with few errors.
    • djplaner
      djplaner on 04 Mar 13
       
      If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
  • he artefact is either too large or too small.
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • All resources appropriately attributed.
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • All three components are present and effectively integrated and aligned
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • There is significant misalignment between the three components.
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
  • The reasons are supported through effective use of models, theories and literature (both academic and professional).
    • djplaner
      djplaner on 04 Mar 13
       
      Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
  • Examples of ICT integration are used to illustrate the reasons, but with some limitations
    • djplaner
      djplaner on 04 Mar 13
       
      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.
  • 30-60% of the blog posts contain links to online resources.
    • djplaner
      djplaner on 05 Mar 13
       
      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/
  • Exceptional standard
    • djplaner
      djplaner on 05 Mar 13
       
      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.
  • At least 2 blog posts each week.
    • djplaner
      djplaner on 07 Mar 13
       
      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.
  • Use contextually appropriate example(s) to illustrate those reasons.
    • djplaner
      djplaner on 07 Mar 13
       
      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.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
  • Clearly describe your teaching context.
    • djplaner
      djplaner on 09 Mar 13
       
      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.
    • Holly Hawkings
      Holly Hawkings on 11 Mar 13
       
      Hi, I was just wondering where we find this or when it will become available? Thanks, Holly 
  • Kellie Quirk on 10 Mar 13
     
    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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