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What are ICTs?: A Queensland View - 10 views

usqstudydesk.usq.edu.au/...view.php
shared by Leigh Campbell on 08 Jul 13 - No Cached
  • technologies that are used for accessing, gathering, manipulating and presenting or communicating information
    • djplaner
      djplaner on 08 Jul 13
       
      Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching?
    • Justene Webb
      Justene Webb on 17 Jul 13
       
      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.
  • ICT tends to mean computers and their peripheral devices
    • djplaner
      djplaner on 08 Jul 13
       
      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
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      I totally agree.  Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks.
    • Colleen Lenehan
      Colleen Lenehan on 23 Jul 13
       
      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.
  • what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
    • djplaner
      djplaner on 08 Jul 13
       
      It's important how technology is used. What impact it has on learning. Using technology is not enough
  • ...4 more annotations...
  • 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.
    • djplaner
      djplaner on 08 Jul 13
       
      The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      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.
    • Michelle Newton
      Michelle Newton on 24 Jul 13
       
      What a great example of differentiation and inclusion.
  • 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
    • djplaner
      djplaner on 09 Jul 13
       
      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?
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      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.
  • The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
    • Kate Dugdale
      Kate Dugdale on 20 Jul 13
       
      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.
    • Colleen Lenehan
      Colleen Lenehan on 22 Jul 13
       
      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".
  • There is no standard school configuration of machines
    • Donna Schlatter
      Donna Schlatter on 20 Jul 13
       
      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.
    • Leigh Campbell
      Leigh Campbell on 24 Jul 13
       
      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.
  • djplaner on 08 Jul 13
     
    Semester 2, 2013 reading - Week 1. Defining ICTs.  
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Schema (psychology) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Schema_(psychology) Schema learning EDC3100
shared by nicolab05 on 18 Feb 15 - Cached
  • It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information
  • tendency to remain unchanged
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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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"Tail wagging the dog"? (Now that's weird)! - 6 views

mazzaedwards.wordpress.com/...agging-the-dog-now-thats-weird
shared by marianneedwards on 09 Apr 15 - No Cached
  • marianneedwards on 09 Apr 15
     
    New blog post from Marianne
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Teachers: What's Your Motto in the Classroom? | Edutopia - 2 views

www.edutopia.org/...-motto-classroom-elena-aguilar EDC3100
shared by sandra2812 on 20 Mar 15 - No Cached
  • sandra2812 on 20 Mar 15
     
    The Week 2 activity in asked What's your pedagogy? got me thinking, I decided that building relationships with my students was extremely important to me. I agree with this article and Elena Aguilar shares a very similar pedagogy, her classroom is not just individual students, it's a community in which everyone belong
  • leonardf on 21 Mar 15
     
    Awesome question! I have a number of motto's but I think one stands tall amongst them all. We are all equal and put downs of course are not to be tolerated but I believe more focus on student fear of failure resulting in a lack of effort to succeed. There will be times in our career where we will witness students losing motivation due to ridicule from peers or even self-ridicule. More than once I have heard in a maths classroom a student admitting, "Oh I'm not good at maths", even when I can see that they are quite capable. Effectively the student is giving themself permission to fail. My moto is "THANKS FOR CORRECTING ME!" Too often students fear answering a questions in case they get it wrong, and some students will abuse others for their mistakes. It is a cultural attitude that is in the workplace as well as the classroom. If someone voices that they have discovered a mistake you have made, then that gives you the opportunity to correct yourself. If you cannot see the error, then it is an opportunity for them to teach you something new. It doesn't matter which way you look at it, mistakes should be celebrated as a collaborative learning opportunity, and as teachers we should encourage this. Olympic gold medal winner Adam Kreek talks about happy failure and emergence: https://www.youtube.com/watch?v=H8P7Ni1NwB0
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Multiliterate Star Warians: The force of popular culture and ICT in early l...: EBSCOhost - 3 views

web.a.ebscohost.com.ezproxy.usq.edu.au/...pdfviewer
shared by hanna_vu on 27 Mar 15 - No Cached
  • djplaner on 27 Mar 15
     
    The abstract for this sounds interesting Can popular culture and information communication technologies (ICT) broaden early years' multiliteracies experiences? This paper presents a case study that begins with boys role-playing Star Wars action scenes at the commencement of the school year, and concludes with an end-of-year school community celebration of a new DVD Star Wars movie sequel, designed and performed by the boys. The Children's Star Wars Project was developed in a small Western Australian independent community school committed to the Reggio Emilia educational philosophy. The case study provides an exemplar of the integral relationship between early childhood pedagogy, multiliteracies metalanguage, and multimodal designs of meaning. Implications for educational research are that popular culture and ICT can be readily integrated with early childhood education (ECE) to broaden multiliteracies experiences. As shown in this case study, these experiences facilitate the achievement of The Early Years Learning Framework for Australia outcomes.
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It's not just the tool, but the educational rationale that counts - 0 views

www.aace.org/...salomonkeynote.htm evidence why
shared by djplaner on 07 Mar 16 - Cached
  • will the technological tail be allowed to wiggle the educational dog or will it be the other way around
  • Education is far too important to society to be wiggled by a technological tail. Let technology show us what can be done, and let educational considerations determine what will be done in actuality
  • The first factor, the Technological Paradox, results from the consistent tendency of the educational system to preserve itself and its practices by the assimilation of new technologies into existing instructional practices. Technology becomes "domesticated", which really means, that it is allowed to do precisely that which fits into the prevailing educational philosophy of cultural transmission.
  • djplaner on 07 Mar 16
     
    This is a draft version of Salomon (2000). A talk that is referenced in the Week 2 learning path (2016)
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A PE blog full of PE teacher blogs! - 1 views

www.gophersport.com/blog edc3100 HPE teachers sharing resources
shared by ashtherese85 on 08 Mar 16 - No Cached
  • ashtherese85 on 08 Mar 16
     
    Read the latest PE, athletics and fitness topics from our respected physical education experts. Find news, trends and activity ideas for your school or team.
1More

The 360 Teacher - 2 views

www.facebook.com/janette.lollback teachers edc3100
shared by kat1994 on 08 Mar 16 - No Cached
  • kat1994 on 08 Mar 16
     
    This is a primary school teacher whom i know personally. She began her career as a teacher soon after graduating high school - a dream job for her. Years later in her life she took a break from the classroom to run a family business. She has now done a complete 360 and has put her teaching hat back on once again. She quotes: "Well after having my first day back in the classroom I am SO HAPPY because I know I am doing the right thing for me. I had a wonderful day and I now know how much I actually missed being a teacher. Today was a big step in a new chapter that involves lots of learning for me but I am doing that through fresh and keen eyes and I am very excited!!" This woman is very inspiring and easily someone you can lean on for support. An asset to any classroom or workplace!
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Five Principles of Extraordinary Math Teaching - 0 views

www.mathnasium.com/...of-extraordinary-math-teaching math mathematics theory principles design
shared by djplaner on 08 Mar 16 - No Cached
  • djplaner on 08 Mar 16
     
    A TEDx talk that offers 5 principles for teaching mathematics. 5 principles that act as a simple framework for designing a lesson, unit etc. How might ICT be used with each of these questions.
1More

What I'm Afraid Of And What I Hope For - Bright - Medium - 2 views

medium.com/...d-what-i-hope-for-6cb3b86ac8a4 edc3100 futures
shared by djplaner on 09 Feb 16 - No Cached
nruthie, kmurray2016, and becsav liked it
  • Sometimes I wish technology was more integrated with learning at my school, but then I realize why it’s deliberately separated. There’s something great about getting a new book, cracking the spine, and flipping through the pages. With technology, everything is fleeting. You can read a book on your iPad while listening to Spotify, making a call, and checking Twitter. There’s a value in slowing down and being with the material you’re reading, free from the distractions of the outside world
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Understanding student weaknesses | Harvard Gazette - 3 views

news.harvard.edu/...derstanding-student-weaknesses conceptualchange schema
shared by djplaner on 19 Feb 16 - No Cached
kmurray2016 liked it
  • It turns out that for most major scientific concepts, kids come into the classroom — even in middle school — with a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true
  • you had to explain what causes the change in seasons, could you? Surprisingly, studies have shown that as many as 95 percent of people — including most college graduates — hold the incorrect belief
  • If teachers are to help students change their incorrect beliefs, they first need to know what those are
  • ...3 more annotations...
  • Ultimately, Sadler said, he hopes teachers will be able to use the tests to help design lessons that change students’ incorrect ideas and help them learn science more quickly and easily.
  • One of the reasons for this is that teachers can be unaware of what is going on in their students’ heads, even though they may have had exactly the same ideas when they were students themselves. Knowledge of student misconceptions is a critical tool for science teachers
  • It ain’t what they don’t know that gives them trouble, it’s what they know that ain’t so
  • djplaner on 19 Feb 16
     
    Article describing research about student weakness in Science and its causes. Used as an optional reading during Week 1.
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The Electronic Digital Computer - How It Started, How It Works and What It Does - NYTim... - 7 views

www.nytimes.com/...it-works-and-what-it-does.html digital
shared by djplaner on 27 Feb 16 - No Cached
  • Whether it is solving a differential equation on the motion of charged particles or keeping track of a nuts-and-bolts inventory, the digital computer functions fundamentally as a numerical transformer of coded information. It takes sets of numbers, processes them as directed and provides another number or set of numbers as a result
  • Among the characteristics that make it different are the flexibility with which it can be adapted generally to logical operations, the blinding speed with which it can execute instructions that are stored within its memory, and its built-in capacity to carry out these instructions in sequence automatically and to alter them according to a prescribed plan.
  • Despite its size and complexity, a computer achieves its results by doing a relatively few basic things. It can add two numbers, multiply them, subtract one from the other or divide one by the other. It also can move or rearrange numbers and, among other things, compare two values and then take some pre-determined action in accordance with what it finds.
  • ...7 more annotations...
  • For all its transistor chips, magnetic cores, printed circuits, wires, lights and buttons, the computer must be told what to do and how
    • djplaner
      djplaner on 27 Feb 16
       
      Increasingly there are algorithms that mean that the computer doesn't need to be told what to do. It is capable of learning. For example, in the past computers couldn't drive cars on the road. To do this the computer would have to be told how to do everything - accelerate, turn, how far to turn etc. The new algorithms are such that a computer (actually probably many computers) can drive a car without being told what to do (not a perfect analogy, but hopefully useful)
  • If the data put into the machine are wrong, the machine will give the wrong answer
  • Developing the software is a very expensive enterprise and frequently more troublesome than designing the actual "hardware
  • o specify 60,000 instructions
    • djplaner
      djplaner on 27 Feb 16
       
      Facebook reportedly has at least 62 million lines of code (instructions) to make all of its features work.
  • This requires an input facility that converts any symbols used outside the machine (numerical, alphabetical or otherwise) into the proper internal code used by the machine to represent those symbols. Generally, the internal machine code is based on the two numerical elements 0 and 1
    • djplaner
      djplaner on 27 Feb 16
       
      This applies to any data that an ICT uses - pictures, sound etc. It has to be converted into 0s and 1s (binary digits) that software can then manipulate
  • The 0's and 1's of binary notation represent the information processed by the computer, but they do not appear to the machine in that form. They are embodied in the ups and downs of electrical pulses and the settings of electronic switches inside the machine
  • The computational requirements are handled by the computer’s arithmetic-logic unit. Its physical parts include various registers, comparators, adders, and other "logic circuits."
    • djplaner
      djplaner on 27 Feb 16
       
      This is the bit of the ICT that does the manipulation. Everything you do to manipulate data (e.g. apply Instagram filters) is reduced down to operations that an arithmetic-logic unit (ALU) - or similar - can perform
  • djplaner on 27 Feb 16
     
    An "ancient" (1967) explanation of how a digital computer works - including some history.
1More

Deeper than Knowledge - 6 views

diigo.com/07f9r9 EDC3100 education pedagogy classroom
shared by willisah on 14 Mar 15 - No Cached
  • willisah on 14 Mar 15
     
    This a great article that relates to 'new pedagogies' in the classroom, and gives some really interesting perspective on why ICTs are so valuable. It includes some fab infographics etc as well.
1More

Saving the Most Valuable Teaching Tool -- Teachers' Voices | Michael J. Pitma... - 1 views

www.huffingtonpost.com/...ers-vocal-health_b_933333.html teachers voices
shared by w0067456 on 08 Oct 14 - No Cached
  • w0067456 on 08 Oct 14
     
    Hi Everyone, This is something that many professional experience students and new graduates struggle with or are unaware of. Please consider you voice health and do some further research or speak to a speech therapist for specific advice.
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An Educator's Guide to Acceptable Risk Taking - 0 views

www.coolcatteacher.com/11615-2 #education #edtech #teaching
shared by hannahwolff95 on 07 Mar 16 - No Cached
  • hannahwolff95 on 07 Mar 16
     
    Kathy Cassidy writes and shares a video about what risks are acceptable to take when teaching children new tasks such as reading and writing. The idea that risk taking is apart of teaching is hard not to agree with. All students are individual and have a different way of learning, so approaching activities with different mindsets can be quite daunting. As teachers, she writes that we need to grasp the idea of the work risk-taking.
1More

SquiggleBooks - 1 views

squigglebooks.com teacher children's books
shared by kimbradfield on 09 Mar 16 - No Cached
  • kimbradfield on 09 Mar 16
     
    I found a great blog to follow. This teacher reviews children's books. A great way to find out about new books with a review so you can tell if it is what you are looking for.
4More

let the children play: 14 top Australian Teacher Blogs - 3 views

www.letthechildrenplay.net/...-australian-teacher-blogs.html children play australian teacher blogs
shared by denisebayliss on 29 Jul 13 - No Cached
  • Justene Webb on 29 Jul 13
     
    This is a great blog site with links to loads of other blogs from early childhood teachers. It also provides links to resources...
  • ...1 more comment...
  • Isabella Irvine on 17 Mar 14
     
    What an interesting blog. For fellow early childhood educators this teacher blogs about daily experiences in regards to play!! She also blogs about  things that kids do for example display self regulation when new to the learning context.  
  • Sandra Kohler on 31 Jul 14
     
    This blog has the links to numerous teachers blogs
  • denisebayliss on 10 Mar 16
     
    Some great ideas for play-based learning. Includes some interesting articles on Montessori Method, Reggio Emilia approach.
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