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Innovative Technology for Autism Initiative | Science/Research Initiatives | Autism Speaks - 0 views

www.autismspeaks.org/...e-technology-autism-initiative
shared by Jacquie Twidale on 06 Mar 13 - No Cached
  • Jacquie Twidale on 06 Mar 13
     
    Tecnology doing great things in autism!!
  • Jacquie Twidale on 06 Mar 13
     
    Isn't it incredible what technology is doing for people with autism! Imagine what it would have been like for them 50years ago? 20 years ago? Even ten years ago!!! This knowledge is so crucial as a special needs teacher, there could be nonverbal students in the class who have deeper communication desires and intellectual abilities than we realise! This opens so many doors and opportunities for them, allowing them to participate in class, make learning their own, to engage in conversations and learn in a whole new way!! What a really useful tool that could be so easily incporporated in a classroom. Ipads now have apps that make this kind of technology really really accessible! http://www.autismspeaks.org/autism-apps
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Australian Literacy Educator's Association - 0 views

www.alea.edu.au
shared by Nicole Didlick on 04 Mar 13 - Cached
  • Nicole Didlick on 04 Mar 13
     
    The ALEA website has a bookshop where you can purchase great texts - it's a good idea to keep an eye on this over time as they add new resources.
1More

FFF - 1 views

chrisbetcher.com/...you-dont-have-to-like-it edc3100 FFF
shared by Carla Frohloff on 03 Mar 13 - No Cached
robyn crisp liked it
  • Carla Frohloff on 03 Mar 13
     
    I engaged with this reading during week 1 of EDC3100 and found that it gave me a new perspective with regards to the integration of ICTs in schools. I recommend reading it if you haven't already.

Flickr - 0 views

started by Marnie McGillivray on 05 Mar 13 no follow-up yet
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TED - New ideas,discussions on world issues - 1 views

www.ted.com/share_ted EDC3100 Resources digitalcitizenship
shared by robyn crisp on 08 Mar 13 - No Cached
  • robyn crisp on 08 Mar 13
     
    great site for current social and political dialogues
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10 Resources for World Maths Day | Teaching News - 3 views

www.teachingnews.co.uk/...-resources-for-world-maths-day maths teaching resources ICT EDC3100
shared by Katie Reed on 10 Mar 13 - No Cached
  • djplaner on 10 Mar 13
     
    Collection of math resources (a bit late) for World Maths Day
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Digital cameras in early childhood settings : Children's Services - 6 views

www.det.nsw.edu.au/...digital_cameras digital cameras EDC3100 earlychildhood
shared by Kate Petty on 15 Mar 13 - No Cached
Debbie Vince liked it
  • Kate Petty on 15 Mar 13
     
    This Blog is about the use of digital cameras in early childhood settings.  It was a part of Week 2's work but I wanted to book mark it here because I thought it might be useful for assignment part 1.
  • Rebecca Lucas on 16 Mar 13
     
    Hi Kate I also found this site very informative and used this in my blog. I love photos and I strongly believe that digital cameras play an important role in early childhood settings and advocate the importantance of allowing children to explore their world through using digital camera. Working in 3-5 room I have seen many positive expereinces, including behaviour management, as children use digital camera. Sadly the new qualified teacher the centre has employed views camera for "teachers' only (not even assistants can use them) and only one photo per month per child and no viewing them on the television. Bec
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instaGrok | A new way to learn - 1 views

www.instagrok.com
shared by jenni brown on 11 Mar 13 - No Cached
  • Michelle Thompson on 11 Mar 13
     
    I got this from a website I am subscribed to - Gizmo freeware. We think that Google is the way to always find stuff, but try this and see what you get. You type in what you want to know, and a mind map opens up on the topic. You can then click on each bubble and it extends! Fantastic.
  • jenni brown on 01 May 13
     
    Similar to a webquest-\In the school setting, an integrated teacher dashboard allows teachers to monitor the progess of each student, view their research activity, and view/comment on students' journals.
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The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum
shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose

"Teachnology is changing the landscape of the Education Landscape" - 1 views

started by Jacquie Twidale on 07 Mar 13 no follow-up yet
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Dancing robots used to teach autistic children - Telegraph - 2 views

www.telegraph.co.uk/...o-teach-autistic-children.html
shared by Jacquie Twidale on 12 Mar 13 - No Cached
  • We have been looking at how technology can support pupils with autism to communicate more effectively
  • Ian Lowe, headteacher at Topcliffe Primary, said that because the robots have no emotions, autistic children find them more predictable and less threatening. He added: "The robots have been brilliant at supporting autistic children with their learning.
  • Jacquie Twidale on 12 Mar 13
     
    Technology helping children with autism!
2More

You fill up their senses - News - TES - 0 views

www.tes.co.uk/article.aspx
shared by Lauren England on 11 Mar 13 - No Cached
  • Lauren England on 11 Mar 13
     
    As I research reasons for ICT integration in the classroom, I came across this article. ICT is a great use of the multi-sensory approach to learning. Particularly, I can see this in regards to literacy and numeracy. Activating parts of the brain that can help with this engagement is essential for students with Special needs
  • Jacquie Twidale on 15 Mar 13
     
    That is so cool! Imagine how much harder it would have been for teachers ten years ago, they probably wouldn't even have imagined this kind of thing would be possible. It makes you wonder what technology will be like in the next ten years! In the next five years even!! Maybe special education schools and units won't be necessary anymore because technology will enable all students to be integrated!
1More

Official Google Reader Blog: Powering Down Google Reader - 1 views

googlereader.blogspot.com.au/...wering-down-google-reader.html EDC3100
shared by emlove on 14 Mar 13 - No Cached
    • emlove
      emlove on 14 Mar 13
       
      Looks like we are going to have to find a new reader !!! and I was just starting to like the idea of Google reader.......
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Following Sue Larkey, Autism advocate and John Pilger, International journalist - 1 views

faezams.edublogs.org/...building-pkm FFF
shared by Faeza ms on 21 Mar 13 - No Cached
  • Faeza ms on 21 Mar 13
     
    John Pilger tweeted that 'the new slavery is digital'. My comments on that and Sue Larkey's forum post.
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Headphones accommodate independent learning | ictinearlyprimaryeducation - 0 views

misskmlobegeiger.edublogs.org/...student-learning-independently
shared by K Lobegeiger on 27 Mar 13 - No Cached
  • K Lobegeiger on 27 Mar 13
     
    This week I attended a school and observed the children using digital technologies 'maths and science online games' to enhance their learning. It was obvious that their were some children who new how to log in and other that needed assistance.
1More

Flickr - Photo Sharing now 1 terabyte! - 0 views

www.flickr.com/new flickr photo sharing EDC3100 resources FFF technology ictexamples
shared by Michelle Thompson on 01 Jun 13 - No Cached
  • Michelle Thompson on 01 Jun 13
     
    Flickr just increased everyone's limit to one terabyte, and pics are full resolution and available anywhere you go.

Designing ICT rich lessons TIP model - 3 views

started by Shari Kath on 07 Jun 13 no follow-up yet
1More

Early Years technology - 3 views

teachbytes.com/...-online-classic-game-new-media EDC3100 education early years early childhood ICT
shared by fiona thrift on 06 May 13 - No Cached
  • fiona thrift on 06 May 13
     
    This is from a blog I follow that has some great resources and material.
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