The graph reveals that early Computing (Information Technology) enrolments from 2001-2004 were around 7,000, however since, enrolments have dropped and tapered off to be around 5,000 enrolments.
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Technology Integration Matrix (TIM) - 2 views
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A model for how ICTs can be used by teachers. Describes varying levels of integration and transformation and includes specific examples from a wide array of grades including videos and other resources explaining how and what is being done. -
TIM shows how technology can be effectively used to enhance learning. This matrix of 25 cells includes, 5 characteristics of meaningful learning environments and 5 levels of technology integration.
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ICT Teaching and Learning - 7 views
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Many Interesting ideas to incorporate into the classroom environment, Gives advise on digital tool kits for students How to manage them what are the best activities to create with them, also ideas on how to do many ideas within different genres not just the one. Hopefully you enjoy reading as much as I have. -
Constructivist Learning Environments: Case Studies in Instructional Design - Google Books - 0 views
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A Look at IT and Engineering Enrolments in Australia - Computer Science Education Resea... - 0 views
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we know that females are significantly underrepresented in the technology field.
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In the graph below, you can see that female enrolments in Computing courses has dropped around 10,000 enrolments from 2002 to 2006 and has since remained relatively the same.
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However, so far, researchers have demonstrated that STEM gender gap interventions are best served by designing educational environments that will engage children in STEM-relevant activities, from the very early years of school. Engaging children early is imperative to ensure underrepresented groups, such as females, do not disengage early
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Line Symmetry (also called Mirror Symmetry): Level 5 - 0 views
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Teaching strategies Activity 1: Using folding to test for lines of symmetry is a hands-on activity that allows students to explore the meaning of the concept 'line of symmetry'. Activity 2: Identifying lines of symmetry is a diagnostic resource sheet that allows teachers to identify if students have misconceptions. It can also be used as a source of ideas for the range of examples that should be presented to students. Activity 3: Symmetry in the environment allows students to relate ideas about symmetry to real-world examples. Activity 4: Silly faces uses computer software to create pictures that reveal how symmetrical we are.
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An overview of teaching line symmetry, activities ideas and teaching strategies.
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leading and learning: Guy Claxton's Magnificent Eight - 0 views
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Guy Claxton believes that teachers need to focus on how they relate to students in their classrooms. What is important , he writes, are the values embodied in how they talk, what they notice, the activities they design, the environments they create, and the examples they set day after day. These represent the culture of the class.
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They say, 'lets try'...and, 'what if?'
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are curious.
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can be demanding and skeptical of what they're told.
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have courage
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They are willing to take risks and try new things.
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good at exploration and investigation
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good at 'sifting' ideas and trust their ability to tell 'good evidence'.
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requires experimentation.
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Every lesson invites students to use certain habits of mind, and to shelve others.
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have imagination.
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let idea come to them, finding links and connections
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imagination needs to yoked to discipline
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ood at creating explanations, making plans, crafting ideas, and making predictions based on their evidence.
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know the virtue of sociability.
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They are able to both give their views, receive feedback, and listen respectfully to others.
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are reflective.
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Good learners are self aware, able to contemplate their actions to continually 'grow their learning power'.
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iPads for Learning | Learning with iPads | Learning with iPads - 0 views
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The findings of this trial were that the iPad was an effective and engaging learning tool, especially in primary and special settings schools; that quality teaching was the factor that enabled the iPad to be used effectively to improve student motivation, engagement and learning outcomes; and that teaching and learning success with iPads is more likely when they are used in a supportive school and home environment.
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DET 2010-2011 iPad trial findings - "improved student motivation, engagement and learning outcomes"
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Donald Clark Plan B - 0 views
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collaboration, communication, creativity, critical skills. Can the real world really be that alliterative?
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I'm all for abandoning this ‘21st centur
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more academic, more test-driven, PISA obsessed and has failed to use the technology that we all use,
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I'd prefer young people to have the skills that keep them sceptical, critical and independent.
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but share, discuss, communicate, even hang out in coffee shops.
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where all of this is banned
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Not one single teacher in the schools my sons attended has an email address available for parents. I’ve attended innumerable educational conferences where only a handful of the participants used Twitter.
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Across the world young people have collaborated on Blogs, Twitter, Facebook and YouTube to bring down entire regimes and force political change. Not one of them has been on a digital literacy course. And, in any case, who are these older teachers who know enough about digital literacy to teach these young people? And how do they teach it – through collaborative, communication on media using social media – NO. By and large, in educational institutions, this stuff is shunned, restricted, even banned. We learn digital literacy by doing, largely outside of academe.
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Was there a sudden break between these skills in the last century compared to this century? No. What’s changed is the need to understand the wider range of possible communication channels. This comes through mass adoption and practice, not formal education.
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I’ve seen no evidence that teachers have the disposition, or training, to teach these skills.
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This Blog argues against the need to teach 21st century skills. It's a little controversial, what do you think?
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Toolbelt Theory - Ira David Socol - 8 views
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This is so true when teaching SWDs, by bringing the information to them and teaching them how to use it, opens a world of information and development for each student individually. By teaching special needs, it is imperative for the teacher to be open minded to all that is afforded them within the education system.
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Very interesting theory I had not considered or heard of. I do believe a lot of the time students are set up to fail in the "test" environment. However I need to do some more research as I'm wondering about the basics of literacy and numeracy and how this all fits together. I can see huge benefits for special needs, and like he says, we all have "special needs" in certain areas.
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TouchPico Projector Turns Any Wall Into a Touchscreen - 6 views
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While perhaps not 100% perfect for use in a school, this is a sign of things to come. A day when those Interactive White Boards are seen as klunky and old-fashioned.
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How times have changed since the good old Overhead Projector! I remember the days where the teacher would have folders of plastic with class notes on them and having the now very ancient projector on the table. Whereas now the amazing things that projectors and even whiteboards can do has really enhanced the learning environment.
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ICT in Early Childhood - 3 views
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We don't want them sitting in front of a computer screen or a TV. They probably get enough of that at home. What they need at the centre is to run around, do something physical.
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I have had this argument so many times with many different directors. Part of education in the early years is to create a continuity between home life and their 'care' environment.
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This is a research article regarding pre-service educator training in integrating ICTs in Early Childhood Education. -
'It is also disconcerting that some children still do not have access to computers at home and therefore do not have the opportunity of developing the skills my grandson and other 'digitals in diapers' like him take for granted - skills such as using a mouse, finding letters and numerals on a keyboard or screen, typing letters, navigating websites, retrieving files, using pull-down menus, loading CDs and DVDs, uploading photos from a digital camera, using toolbars, saving files, printing documents and files, using drawing software and typing words (Zevenbergen & Logan, 2008, p. 42). Although some of these skills are used for playing games, this is still an impressive array of digital literacy skills, even more so when they have been acquired more through independent learning and experimentation than through an adult providing instruction.' On the above I would like to add that children should learn or use skills in order to play. Children learn through play and this is a concepts that underpins learning in the early years
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What Is a Schema? - Psychology - About.com - 1 views
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A schema is a cognitive framework or concept that helps organize and interpret information. Schemas can be useful because they allow us to take shortcuts in interpreting the vast amount of information that is available in our environment. However, these mental frameworks also cause us to exclude pertinent information to instead focus only on things that confirm our pre-existing beliefs and ideas. Schemas can contribute to stereotypes and make it difficult to retain new information that does not conform to our established ideas about the world.
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ICT tools for the classroom - 3 views
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This link displays ideas and strategies on how to use ICT in classroom and in the general schooling environment. And also shows how materials provide approaches to ICT curriculum integration with practical, step-by-step examples of technology use across a range of areas and year levels and more. Take a look.
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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?
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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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Tools for Early Childhood Teacher - 1 views
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Voki Home (creating Speaking Avatars) - 1 views
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Children can create their own customised Avatar - simple activity with loads of potential. -
I think that this is a great idea for children and teenagers. By allowing students to create an Avatar, it gives them the opportunity to create an image that represents them or they can go completely crazy and create something far from the truth. Giving them an avatar in an educational environment then makes the learning fun and enjoyable as they feel they are playing just one big game. I have used this concept in a Contact Centre with Adults and have had success with it, purely for the reason it allows creativity and staff did not need to leave their desks to go to training.
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Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views
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Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
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However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
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Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
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In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
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Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
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Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
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Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
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That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
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Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
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Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
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Our Space | The Good Project - 1 views
www.thegoodproject.org/...our-space
edc3100redesign blendedLearning learningspaces digitalcitizenship
shared by djplaner on 07 Dec 15
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Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.