Group items matching
in title, tags, annotations or urlgeddit - 2 views
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This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
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This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
SpeEdChange: The Toolbelt and Universal Design - Education For Everyone - 108 views
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Humans are tool makers and tool users. It truly is our most significant distinction among the species on the planet.
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Tool use defines human beings? So, the on-going development of tools and their use is central to who we are? What are the implications for teaching?
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Wow! ICTs are tools and they can define us? I think I have heard of this comment before but its application to ICTs is great in that it just confirms the need to use tools in this digital generation.
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I agree David and Michelle and a great example is being able to post this annotation after just watching the "how to" video.
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What a great reason to use ICT tools in the classroom.
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In my opinion, if the on-going development of tools and their use is central to who we are then the implications for teaching are that if we do not maintain an understanding and knowledge of these tools and use them to teach then we will fall behind, as will our students.
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Humans as tool makers and tool users is a very powerful statement. Just like the use of any tool, it is important to choose the right tool for the job. So choosing the right ICT is important when teaching children and not just a one fits all approach.
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Tool Makers and Tool Users.... This is quite a significant staement for teachers and the importance of integerating ICT's and providing students with the opportunities to develop the skills needed to use tool effetively.
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I think we need to be careful about making comment such as 'tools define us'. I think it is more what tools we create and how we choose to use them that defines us. Tools can be used for both positive and negative purposes and as educators we need to carefully choose which ICT tools are relevant and critically analyse why we will use them - what will they contribute to learning - not just use them because they are there.
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I agree with Nicole that if teachers aren't using updated tools with their students that those students will fall behind. In this time and age children grow up around technologies, it is part of their culture. To connect and engage with them these ICT's need to be present. Now I also agree that the tools used need to be analysed and questioned. I also want to point out that using these ICT's shouldn't replace the educators role, it should enhance their teaching.
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"Tools define us" i think tools define the generations and it is our job as educators to teach the current generation about the current tools. i know i personally have fallen behind in the ICT world in the last few years due to the rapid change in what is current and what is classified as 'old school'. I know that working with school kids outside of hours they are a lot more technologically capable then I am. Does that make me an out of date teachers? Or does it make me still a student?
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Tool use defines human beings? I think the important thing to remember is that the tools are available to everyone but they are useless if we don't know how to use them effectively.
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I love learning new tools to be able to teach and pass on to children and adult students in and outside the classroom.
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I agree that humans are tool makers and tool users. Just like any tool it needs to be used correctly because afterall who uses a hammer to take out a screw?
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I also agree that humans are toolmakers-studying another course related to civilisations prior to 1500 C.E. they mention many tools that humans used in a multitude of civilisations. Each of the tools created were able to be adapted to eventually form what we know as ICT's
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why dont all humans use these tools but?
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This is a great tool to share ideas with class members and teachers. Using a range of ICT tools that suits the context helps us become competent users of technology. I am excited that it was quick and easy to learn.
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Great statement.
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''Those tools, in turn, actually change who we are, as they alter our capabilities.'' I wonder if it really is that alter our capabilities. It looks to me that the human spirit is constantly looking for the next step once we have reached a goal and understood the power that a tool can provide. I believe that this is the drive behind the alteration of our capabilities
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Completely agree with this statement. For thousands of years humans have created/used tools to make life easier. However, moving away from the primitive tools of that time, we are now inundated with a vast array of tools, so much so that many of us don't know how to use them, specifically the many online tools.
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Completely true. Whether we used sticks to start a fire to google to find information we have always found some sort of tool that make life easier. As we gain more knowledge our tools become more advanced.
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Therefore, humans are tools makers - ICTs - which generate knowledge for humans - Google, YouTube - so that we as humans engage with the world in new ways - new experiences with ample opportunities.
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I couldn't agree fiona thrift. That is why I'm so glad to be taking this course.
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I agree with Kate Perry. The human race has made and used tools for some very destructive purposes so I don't believe the mere ability to create and use is what defines us. I think the way in which they are used says far more about a generation of people that just the ability to create them. This holds true to teaching as well. The more we consider why we are using any tool the better the outcome of using the tool will be.
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this is a vitally important learning aspect in learning for humans.
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The use of tools is not only useful for survival, students need tools, for example, to decode words which they do not know or learn to spell words which they haven't yet learnt.
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Wow... what a descriptive way of showing how humans have taught themselves for thousands of years, by developing new tools and new understandings to evolve through the ages. As teachers different teaching pedagogies will evolve and with them come new methods and understandings, ICT is the next step in a way of processing teachers, parents and students understandings of the tools they have to learn to move through the next stage of development, and without it they maybe left behind.
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Now more than ever we need to stay in touch with the tools and how we can use them. Technology is changing rapidly and we need to ensure that our students are confident in the use of these tools in order to function successfully in society now and as adults. To do this surely means that although we are their teachers, we are also students ourselves, learning to use digital tools so that we can support our students. I work in a school in a low socioeconomic area and find that there is a vast difference in the abilities of some children compared to others when using ICTs. Some of our students are not confident in the basic requirements such as being able to log onto the EQ system. We need to work on these skills to build on their abilities and confidence in using ICTs.
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Creating and using tools are the artefact or symbolic representation of what actually has propelled the survial and development of "humans" today - our intelligence & capacity to adapt using culture. Tools are only one aspect of cultural adaption. Supporting children/students to develop critical and creative thinking skills, to understand core concepts in order to engage in more abstract & complex thinking is fundamental. Providing opportunity to select "the right tool for the job" or create a new tool if required.
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If you are teaching your students the tools of yesterday, you are preventing society from moving forward. Rather, we must be teaching our students to use the tools of this moment, and teaching them how to learn the next set.
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Teaching your students the tools, doesn't have to be explicit (though there's space for that). If we learn by what we do, what are your students learning through the tools they use in your classroom?
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Digital technology is a tool of this moment and we need to keep up with current trends and tools in order to allow society to move forward. I like this quote!
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And this is exactly the mindset we, as lecturers, must have as we facilitate pre-service educators technological pedagogical content knowledge. We muct prepare them for ICT which is yet to come.
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This is a fantastic quote for sure
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And being digitally literate.
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This is such a powerful quote! Without adapting and changing the way we teach we are effecting our students in a negative mannor. We need to prepare them for the future not get stuck in past.
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My favourite quote from the article!!! Brings to my mind the aim of people to become life-long learners, and brings home our responsibility as future teachers to help our future students become such.
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This is why the students of today are part of the technological generation, because we're assisting them in moving forward with the ICT's that are developed today and being developed for the future.
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Some tools of the past should be preserved for artistic or historical sake.
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It is clear that many young children develop significant competence with technology at home well before they attend an early years setting or school.
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Developing the skills of students to use the tools of today is so important, however it is equally important to ensure we equip them for the Digital future and provide them with the knowledge and skills needed for their future
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But I feel there needs to be a balance. If you tend to go too far one way, you might not grasp skills needed for other areas. For example calcualtor use VS mental computations. I agree with not staying in the dark ages, however there are still some vital things we can use in our lessons. I'm not saying down with ICTs, I'm just saying there needs to be a balance.
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I feel that it is important to teach students the tools of this moment, and teaching them how to use the next set. However, without an understanding of the background of the tools ie. where they came from, or how they were created, will students be able to create and or/source new tools, or will they be stuck using the same tools without giving thought to progress?
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To teach the students what and how to use the tools of the moment we as future teachers need to not be afraid of technology, if this is the attitude we adopt we can promote the correct ways to engage with ICTs and its many tools.
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Totally agree with this.
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The language used here is a little contentious for me. If we are expected to 'teach' students all the current tools as of this minute there would be no time for planning and assessment development. Perhaps it could be said that the teachers role is to give our students the skill set and confidence to be able to learn and understand new technologies and to do this is in an active way. We can guide them to navigate for themselves as we are often even less equipped then they.
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Katrina You make a great comment here about the teacher's role. I totally agree with your comment.
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agree with this so much we cant let our students fall behind!!
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I just came across the term 'anachronistic' in reference to teaching without having kept up to date with current ICT tools and capabilities. This is indeed apt and highlights the imperative to travel with "the times", continually keeping abreast of advances in technology for comprehensive and enhanced pedagogy.
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As long as we do not get bogged down on teaching the tools when it is the content that is important. The tools just make it easier to teach students. We should not sacrifice time spent on content knowledge by teaching about fancy tools and gadgets.
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It's not only the focus on students learning new ICT tools but also teachers/teachers' aide. ICT Personal Development sessions are offered once a week to our teacher aide team at my workplace and the confidence that is growing while we explore and utilise the ICT tools and programs is amazing. I feel these PD's are very beneficial and will help assist the students learning. Confidence is the key.
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This statement is great. Each day technology advances. As scary as it is, we all must keep up with it.
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Within a constantly changing world, what I am struggling to learn today in terms of ICT will be old news to my students in 5 years time! The tricky part for us will come after we graduate: - How will we stay motivated to keep on learning? - How can we update/ upgrade our skills?
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This statement is very powerful. I am still unsure of my viewpoint as I can see that in order to move forward, we need tools of the moment. However the tools of yesterday are so very important also and I'm not sure if they "prevent" society from moving forward. Still pondering this one....... :)
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Our world is forever changing and technology is just constantly becoming more and more advanced. It's a struggle to keep up with it all but is more or less essential!
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Our profession as teachers is to engage and support students to develop to their full potential. Then the tools to achieve this should not be denied to these students but to be taught to them.
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I agree technology is essential to learning. Students should use the tools they have to progress further with their knowledge in this area. The question remains on how the teacher can stay ahead of that knowledge in order to teach it when a student appears to 'absorb' the tools of technology without difficulty.
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Oh I couldn't agree more with this statement. However, I beleive that the tools from the past are also essential tools. Just because they are 'yesterdays' tools it doesn't mean they are not effective.
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Teresa I agree, ICT's are certainly important but if we venture into the social and emotional wellbeing of our students then what Deborah Liang says is of great importance. In this digital age the ability for humans to use their minds for simple things like calculator Vs mental computation for instance has the potential to create a generation and future where computers and digital media is all we know how to use. With ICT balance is the key I think.
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over the course of my studies i find this statement very predominate in regards to our pedagogy especially in relation to ICT. we need to constantly update our knowledge and skills to meet the everchanging needs of society.
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Couldn't be more spot on and correct!
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I agree that balance is the key. We need to ensure that we are preparing students for the technological world outside the classroom so that they are not disadvantaged.
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This statement should be made into posters and put in ever classroom around the world, it is so true.
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Digital technology is the here and now. If we as educators can not effectively integrate them into the way we educate our students then we are the ones standing in their way.
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This began as an idea for allowing students with “disabilities” to learn and choose their own Assistive Technologies.
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We'll be coming back to assistive technologies and related issues in Module 3.
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I agree with this idea and see the value of children utilising different tools to assist their learning needs.
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I think this is a great point... I see my concept map growing by the minute.
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How clever, that we include the students in the decision making processes for which technology to use for their betterment. We are meant to follow the interests of the students when implementing lesson plans so why wouldn't we do that when deciding on the technology utilised for the lessons.
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http://www.youtube.com/watch?v=u45RmwAI8jI heres a short video of negotiated use of assistive technologies used to help a 6yr old boy with Autism.
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Motivation is the key. It doesn't surprise me that the success we have using Icts with children that have special needs can also help others. Whether it be audio or visual bring it into the mainstream classroom and see what happens!
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allowing children the opportunity to make choices in their learning regardless of their needs and abilities is essential for them to grow and learn utilising strategies and tools that they can adapt to as well as building the development of their own independence.
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A reading from week 2 that encourages you to develop your own toolbelt to help you achieve what you need to do.
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A reading from week 2 that encourages you to develop your own toolbelt to help you achieve what you need to do.
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A reading from week 2 that encourages you to develop your own toolbelt to help you achieve what you need to do.
Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Content Knowledge - 1 views
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Given students' preconceptions of history as fixed information, cultivating students' interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice history teachers construct tasks that demand students' interpretive and evidence-based thinking and attend to such thinking in their field placements while being taught to do so in their methods courses. Analysis of methods course assignments, student teaching observations, and assessments of candidates' disciplinary knowledge led to the construction of three cases of novice teachers' efforts to teach these ways of thinking to their students. The one novice who attended to her students' interpretive and evidentiary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations and gave general prompts to provide evidence in support of students' conclusions. This study highlights the role of preservice teachers' disciplinary understanding and pedagogical content knowledge in developing students' interpretive and evidentiary thinking in history classrooms.
Students are not hard-wired to learn in different ways - we need to stop using unproven, harmful methods - 1 views
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References to learning styles still abound in many curriculum documents at system and school level, despite the lack of evidence for their efficacy.
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By all means, let’s cater for individual differences in student learning. This is best achieved through knowing our students as learners and people, thorough on-going assessment, constructive feedback and targeted, evidence-based teaching strategies.
Does the Khan Academy know how to teach? - The Washington Post - 5 views
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Gates has called Khan, "the best teacher I've ever seen.
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An example of some of the large claims being made about Khan Academy that seem to suggest limited understanding of what makes a good teacher?
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This is an interesting one - how can a teacher be hailed as such, when there is no real interaction (questioning from the student's point of view)? The Khan Academy does have its advantages as a very useful prop to specific lessons and concepts, yet the questions posed by any learner should be equally important if effective learning is to take place.
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I agree Doreen, furthermore, the Khan Academy cannot be used as a stand alone to teaching, yet as a tool to extend understanding or to reteach concepts
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It is a useful tool I agree. Students need to have an understand of a variety of ways/strategies/methods to draw upon in order to gain a full understand of the concepts.
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Interesting to see Bill Gates making a reference to teaching skills. Last I checked he wasn't an expert in education?!
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I don't get why they are making reference to Bill Gates I don't believe he has an understanding of teaching. Although these online library can help with understanding but is it really the way we want education to go online teaching??
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I belive that the reference to Gates arises from the fact that he's spending a lot of his money attempting to improve schools and universities. That money means that his views on what is good teaching carry significant weight. More so than his qualifications and experience might otherwise warrant.
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What is more, his videos reveal an ignorance of how we know students learn mathematics.
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The Khan Academy videos suffer from the poor PCK of the people developing the videos. The core of the argument here.
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The videos were started to help students who were already learning through the school system and needed more help without having to pay for it. A lot of people are complaining about the videos as alternatives to explicit teaching in the classroom, but aren't they great for what they were originally designed for.
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I don't think the Khan videos are doing any damage...They shouldn't be used as a stand alone, but instead as a supplement for learning, perhaps.
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I think the videos are great as a supplementary activity, it provides a different way to explain something. Good on him for attempting it.
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I like David's comment: videos aren't actually evidence of the Khan academy, just "the poor PCK of the people developing the videos.".
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Pedagogical content knowledge is an important foundation for planning lessons and for decision making during a lesson.
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A critique of some of the Khan Academy videos from a PCK perspective.
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A critique of some of the Khan Academy videos from a PCK perspective.
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A critique of some of the Khan Academy videos from a PCK perspective.
What are ICTs?: Diversity - 3 views
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I love this idea. Even though it could be messy, it means that students have the flexibility to have their own and take care of their own devices, and also, students from low SES backgrounds can have access to similar technologies for a cheaper price, instead of forcing them to buy in on stuff. However, it could produce some class related bullying in the classroom.
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This is a definitely a situation that should be monitored for a few reasons. A lot of heirarchal behaviour can arise in classrooms and cause aggression levels to flare with the 'bring your own device' method. Children from families of a low socio economic level who can't afford a tablet, or low end netbook may feel confronted or 'lesser' by someone else fortunate enough to have the latest Macbook Air or Alienware laptop for instance. Studies such as one performed by Hellene T. Demosthenous found that Socioeconomic disadvantage is directly related to students' general aggressiveness in and out of the classroom and that through this socioeconomic disadvantage, this aggression can be adversely associated with students' academic performance. This is not to say it is the sole cause, however it was a decidedly profound contributing factor. It should also be noted, that bullying was never linked in any conclusive or credible way to this aggressive behavior (Demosthenous, Bouhours & Demostherous, 2002, p.11). Demosthenous, H., Bouhours, T., & Demostherous, C. (2002). Socioeconomic Status and Youth Aggression In Australia (1st ed., p. 11). Brisbane: Griffith University. Retrieved from http://www.acys.info/ysa/issues/v.21_n.4_2002/p11_-_H._Demosthenous_et._al._-_December_2002.pdf
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the current situation is likely to be even more complex and diverse given the recent Digital Education Revolution, the arrival of tablets, and recent trends to "Bring Your Own Device" (BYOD) schemes in schools.
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This is a definitely a situation that should be monitored for a few reasons. A lot of heirarchal behaviour can arise in classrooms and cause aggression levels to flare with the 'bring your own device' method. Children from families of a low socio economic level who can't afford a tablet, or low end netbook may feel confronted or 'lesser' by someone else fortunate enough to have the latest Macbook Air or Alienware laptop for instance. Studies such as one performed by Hellene T. Demosthenous found that Socioeconomic disadvantage is directly related to students' general aggressiveness in and out of the classroom and that through this socioeconomic disadvantage, this aggression can be adversely associated with students' academic performance. This is not to say it is the sole cause, however it was a decidedly profound contributing factor. It should also be noted, that bullying was never linked in any conclusive or credible way to this aggressive behavior (Demosthenous, Bouhours & Demostherous, 2002, p.11). Demosthenous, H., Bouhours, T., & Demostherous, C. (2002). Socioeconomic Status and Youth Aggression In Australia (1st ed., p. 11). Brisbane: Griffith University. Retrieved from http://www.acys.info/ysa/issues/v.21_n.4_2002/p11_-_H._Demosthenous_et._al._-_December_2002.pdf
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Pedagogical content knowledge and preparation of high school physics teachers - 0 views
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This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
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This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
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let the children play: 14 top Australian Teacher Blogs - 3 views
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This is a great blog site with links to loads of other blogs from early childhood teachers. It also provides links to resources...
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This blog has the links to numerous teachers blogs
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Some great ideas for play-based learning. Includes some interesting articles on Montessori Method, Reggio Emilia approach.
What is TPACK? | Teaching Teachers for the Future - 10 views
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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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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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This statement links TPACK nicely for me.
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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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Brief intro to TPACK that will be included in the week 3 material
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Brief intro to TPACK that will be included in the week 3 material
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"WHAT IS TPACK? Technological Pedagogical Content Knowledge (TPACK)"
Models of Teaching - 2 views
Teachers, Teaching and ICTs | infoDev - 2 views
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ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research from OECD countries suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
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despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
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The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.
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