Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)
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Algorithmic skin: health-tracking technologies, personal analytics and the biopedagogie... - 2 views
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Journal paper talking about "digitized health and physical education". "The emergence of digitized health and physical education, or 'eHPE', embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms 'do things' in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a 'biopedagogy' of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an 'algorithmic skin', connected to a wider 'networked cognitive system'. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies."
Professional development to enhance teachers' practices in using information and commun... - 2 views
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Understanding and developing science teachers' PCK - 0 views
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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
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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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PLN ideas - 2 views
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This is a website I came across on Terry Rees blog page http://terryrees.edublogs.org/ . She says one of the most important things for her is to develop a sustainable and quality Personal Learning Network (PLN) with other professionals with which she can share ideas, experiences, thoughts, and seek advice. If you are in need of resources and advice for starting a PLN this may help. Thanks Terry for putting me on to it. Hopefully others will find it useful too.
Digital Pedagogy - Smart Classrooms - 3 views
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What is TPACK? | Teaching Teachers for the Future - 10 views
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Perhaps the core of what this course is trying to achieve - develop and bring together knowledge of subject material, good learning and technology
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I take it you mean the 'core of what this course is trying to achieve' :) and I agree.
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We are lucky to be learning how to integrate technology into our pedagogy NOW. If I had done a teaching degree when I first left school I would probably be a very different teacher.
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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I love the first sentence. I would class an expert teacher as one who covers all PCK in a way that engages students' full attention.
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I love this first sentence too, it is so meaningful and fully grasps the importance of being a great teacher versus an ok teacher.
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Agreed, in addition I find the last part of the paragraph insightful. The expert teacher transforms subject content and makes it accessible to individual learners. The idea that the teacher uses their content knowledge and their pedagogic knowledge to integrate technology in such a manner that it transforms content so as to meet individual needs. I find this conceptual picture of an expert teacher very inspirational.
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Faeza, your comment about transforming content to meet individual needs struck a cord with me. Thanks.
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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).
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Absolutely, this is the crux of what we should be doing as educators - not just trying to make it fun, but fulfil the curricula requirements in such a way that it is engaging and meets standards.
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I also think that this underpins exactly what we need to do as teacher, to be able to create engaging and interactive lessons that not only meet the criteria of the curricular but are interesting and useful for the students using methods that excite and engage.
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The last part of this statement,to me, means constructing knowledge by building on learning that has already taken place- using engaging and age appropriate tools.
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I find the idea of finding an appropriate tool for the task to be crucial. An appropriate tool will engage and enhance the learning experience, an inappropriate tool could lead to negative experiences and negative attitudes towards technology.
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Yes, this is exactly what educators today need to do! However, I think it's going to be a challenging one. It needs experiences and effort to make this happens in our teaching.
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I think the Possum Magic Video demonstrates a creative use of technology that makes learning engaging and fun for students and teachers!
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In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology)
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ICT is also transforming pedagogy by providing new ways to engage learners.
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I think this shows the importance of ICT in teacher and how all teachers should be looking and engaging in ways to integrate ICT into their teaching.
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To me, this suggests that while ICT continues to transform, the current teachers and up-coming teachers such as ourselves have to modify our teaching pedagogy to incorporate these ICT's to engage the students and get them excited to learn through integrating the 'new' technology devices
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ICT I feel it the way of the future, technology is always evolving and change and we must do the same. If this means changing the way in which we educate the students then that is what we must do. I am learning so many new things with this course and feel that Im beginging to learn new ways in which I can enrich the students learning.
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This is such a powerful statement and really cements the importance of integrating ICT's into our teaching and learning. It is the way forward for engaging students and enhancing their learning journeys
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Engaging learners in new ways, and ways that suit their individual needs, is the heart of what using ITCs to transform teaching and learning is all about.
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deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK
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Expert teachers/deep knowledge of subject/understanding of what is good learning all sums up what this course and the past courses I have been involved with for the past three years have shown me however there is still alot to learn.
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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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1.5.2 The Millennium Development Goals | ICT Regulation Toolkit - 2 views
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In the past, there were too many examples of the ICT arriving first, with the tail wagging the dog or a solution looking for a problem.
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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?
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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?
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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.
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"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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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.
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The role of reflection and mentoring in ICT - 1 views
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My favourite line from the journal article: The metacognitive approach to ICT learning, which was developed initially as an approach to pre-service teacher education (Phelps & Ellis, 2002a, 2002b, 2002c), is founded on the premise that adoption and integration of ICT by teachers is influenced by their attitudes, beliefs, motivation, confidence and learning strategies (Higgins & Mosley, 2001; Rudd, 2001).
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Bloomin' Apps - 2 views
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Kathy Schrock is an Educational Technologist and has provided professional development workshops, online graduate courses and online webinars for schools, districts, and organizations in all areas of educational technology. This site has plethora of recommendations for Apps both students and teachers can use which coordinate nicely with Bloom's Digital Taxonomy.
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The 8 Elements Project-Based Learning Must Have - Edudemic - 0 views
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If you're contemplating using Project-Based Learning or are already trying out the latest craze to hit the modern classroom, you should know about this checklist. It details if you're actually doing it correctly. For example, does your project focus on significant content, develop 21st century skills, and engage students in in-depth inquirty (just to name a few)?
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Teachers Pay Teachers - 1 views
www.teacherspayteachers.com
EDC3100 resources FFF education gathering timesaving handson worksheets activities
shared by Michelle Thompson on 30 Sep 12
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An online market place of resources created by teachers. Interesting approach given the availability of free online resources
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This site was developed for teachers who make resources and sell direct to other teachers. You can download 1000s of free resources, but also buy at reasonable prices. Great for your toolbelt.
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Amazing, my mum just emailed this link to me and I was about to put it on diigo. Glad to see it already made it here :) Lots of free resources and ideas.
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Self-authored e-books: Expanding young children's literacy experiences and skills (full... - 2 views
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helping early childhood professionals to engage young children in new literacy and language experiences.
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multi-literacies, that self-authored books present an opportunity for early childhood professionals to develop a partnership between ICT and reading.
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By helping children self-author and produce e-books, early childhood professionals can make the use of computers more interactive and personal.
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information and communication technology (ICT) is being viewed as another tool for early childhood professionals and children to use in this domain of learning in a way that can complement the more traditional provision of literacy experiences (Hills, 2010; Parett, Quesenberry & Blum, 2010; Marks, 2007; Siraj-Blatchford & Siraj-Blatchford, 2003).
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Brown and Murray (2006) put it, children need to be able to use ICT so that they are adequately prepared for the future
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Western society has invested print-based media with significant authority, but notions about literacy are changing. As society and technology evolve, there is a shift to an acceptance of digital forms of literacy (Jewitt & Kress, 2003). Increasingly, young children are exposed to communication tools and circumstances that are multimodal instead of solely linguistic (Hill, 2007
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They explain a mode as a ‘regularised organised set of resources for meaning-making, including image, gaze, gesture, movement, music, speech and sound effect’ (p. 2).
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Text now refers to multiple forms of communication including information on a digital screen, video, film and other media, oral speech, television, and works of art as well as print materials. Electronic texts in particular have become part of children’s everyday lives to the extent that before they commence school, a growing number of children have more experience with electronic texts than they do with books. It is important to recognise that print is now only one of several media which transmit messages in our culture (p. 156).
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The reading of texts has traditionally focused on decoding–encoding print’s alphabetic codes. Texts children read today, however, might be a mixture of images and print, and the delivery might be interactive with mobile forms rather than just print fixed on a page (Walsh, 2008).
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These multi-media forms of literacy include traditional forms of print and numbers, but also hypertext, symbols, photographs, animations, movies, DVDs, video, CD-ROMs and website environments (Luke, 1999; Walsh, 2008).
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Belonging, Being and Becoming: The Early Years Learning Framework. In particular, Outcome 5: Children are effective communicators, has a section on how they can use ICTs to access information, explore ideas and represent their thinking (Australian Government Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments, 2009).
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Young children may have access to certain technologies as they were already present in their homes but this did not always mean that they were allowed and/or able to use these. O’Hara’s findings support the arguments made by Marsh (2004), Smith (2005) and others that young children already have an understanding of ICT knowledge and competences when they enter formal schooling as a consequence of differing levels of parental intervention and modelling along with being able to acquire their own new information, abilities and attitudes.
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that to read and create multimodal texts, children do need to be able to combine traditional literacy practices with the comprehension, design and manipulation of various ‘modes of image, graphics, sound and movement with text’ (p. 108).
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Walsh (2008) and Healy (2000), we are not suggesting abandoning practices centred on the traditions of print literacy but instead propose early childhood professionals include a range of texts for young children that expand beyond the current print traditions. Self-authored e-books are one way to accomplish this, as they can create a partnership between ICT and reading.
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Woolley (2014) Developing Literacy in the Primary Classroom - 0 views
reader.eblib.com.au.ezproxy.usq.edu.au/...Reader.aspx
EDC3100A2 EDC3100 references ICT in the classroom
shared by jac19701212 on 11 May 16
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