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pristine_crazy

Technology and Teaching: Finding a Balance - 13 views

www.edutopia.org/...inding-balance-andrew-marcinek

shared by pristine_crazy on 01 Mar 16 - No Cached
  • pristine_crazy on 01 Mar 16
     
    I found this article interesting as it reflects on the importance of embracing technology to benefit our students for the future.
  • Carolyne Kelly on 01 Mar 16
     
    Thanks for the article! I found this really interesting as I think as educators we do need to find that balance that works well in your classroom. There may be students that struggle with technology so I'm not sure if you would continue to use it as much as other classrooms...... Very interesting!!
djplaner

xkcd: Pipelines - 2 views

xkcd.com/1649

visualisation

shared by djplaner on 29 Feb 16 - No Cached
  • djplaner on 29 Feb 16
     
    Example of using ICT to visualise data and relationships.
sherrynj

ICT in Education - 7 views

www.uis.unesco.org/...ict-education.aspx

ict education

shared by sherrynj on 29 Feb 16 - No Cached
  • sherrynj on 29 Feb 16
     
    I found this page interesting. It talks about the importance of ICT in education and how the emphasis on ICT in education can improve learning for both the teachers and the students.
ashtherese85

GoNoodle - 7 views

www.gonoodle.com

HPE ICT education technology edc3100

shared by ashtherese85 on 29 Mar 14 - No Cached
  • Sharna Cauchi on 29 Mar 14
     
    What a great way to include brain breaks into a classroom.
  • ashtherese85 on 29 Feb 16
     
    Get your kids moving with GoNoodle activities Great for earlier years incorporating ICT into HPE
djplaner

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.
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
djplaner

Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views

epltt.coe.uga.edu/index.php

conceptual conceptualchange schema

shared by djplaner on 22 Feb 16 - No Cached
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
  • However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
  • Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
  • ...6 more annotations...
  • In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
  • Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
  • Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
  • Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
  • djplaner on 22 Feb 16
     
    Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
djplaner

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.
djplaner

MindRising 2016 - 2 views

www.mindrising.ie

edc3100 minecraft examples reasons

shared by djplaner on 13 Feb 16 - No Cached
  • As an educator, I value the opportunities presented by MindRising 2016 for children and young people to mark the 1916 centenary in ways that promote their historical understanding, help them to connect the past and the present and support them in imagining the future. Whether they are drawing on the evidence to reconstruct past events and localities, investigating change over time or building on the present to imagine possible futures, MindRising offers rich opportunities for child-led and enquiry-based learning and, most importantly, gives voice to that learning though digital storytelling.
  • djplaner on 13 Feb 16
     
    Competition for Irish school children to use Minecraft to tell stories about Ireland's history and future.
djplaner

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
djplaner

Will technology replace teachers? No, but ... | Edutech - 0 views

blogs.worldbank.org/...tech-and-teachers

edc3100 edc3100redesign

shared by djplaner on 05 Feb 16 - No Cached
  • In no education system around the world where I have worked has the introduction of new technologies made teachers less vital or central to the teaching and learning process. On the contrary: As dust settles after new equipment arrives in schools (and eventually begins to work, more or less), and the initial hype around the potential for quick 'transformational change' subsides, the role of the teacher is almost always more central, indeed fundamental, than it was before the introduction of technology.
  • New technologies can, and no doubt eventually will, replace many of the routine administrative tasks typically handled by teachers, like taking attendance, entering marks into a grading book, etc
  • Machines (perhaps even "teaching machines") may also handle some of the routine, low-end cognitive tasks (e.g. posing multiple-choice questions and grading tests) that teachers currently perform
djplaner

5-Year-Olds Can Learn Calculus - Luba Vangelova - The Atlantic - 4 views

www.theatlantic.com/...284124

mathematics tpack week2 week3 bigT

shared by djplaner on 05 Mar 14 - No Cached
  • This is hard to do—it requires both pedagogical and math concept knowledge, but it can be learned
    • djplaner
      djplaner on 05 Mar 14
       
      Empahsis on the importance of PCK which we'll extend to TPACK
  • Droujkova says one of the biggest challenges has been the mindsets of the grown-ups. Parents are tempted to replay their "bad old days" of math instruction with their kids, she says.
    • djplaner
      djplaner on 05 Mar 14
       
      Echoing the impact of past experience with math (and ICTs) that create schema, which then limit vision of what can be.
  • Unfortunately a lot of what little children are offered is simple but hard—primitive ideas that are hard for humans to implement,” because they readily tax the limits of working memory, attention, precision and other cognitive functions
  • djplaner on 05 Mar 14
     
    Article talking about a different perspective (and examples) of how to teach mathematics. Not directly related to ICTs, but will likely be used in the Week 2 learning path and later to make a number of important points.
  • Maria Kaffatou on 05 Mar 14
     
    ''They also miss the essential point-that mathematics is fundamentally about patterns and structures, rather than "little manipulations of numbers,"....'' How true this is! I had to go to uni in order to be exposed to the beauty of numers and maths, learn about Fibonacci and see the world differently! If anyone is interested here is a very nice video about the simplicity and beauty of our world and I am sure that ICT has its place in it: http://www.youtube.com/watch?v=ahXIMUkSXX0
djplaner

Our Space | The Good Project - 1 views

www.thegoodproject.org/...our-space

edc3100redesign blendedLearning learningspaces digitalcitizenship

shared by djplaner on 07 Dec 15 - No Cached
  • Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.
djplaner

The Closed Loop of Digital Literacy Debate - 1 views

dmlcentral.net/oop-of-digital-literacy-debate

edc3100redesign digitalliteracy luddism

shared by djplaner on 24 Nov 15 - No Cached
  • what is important in digital literacy is that we understand and teach “how to use technology, or relate to it, in ways that are productive and meaningful” (p. 144). As she says, if we ignore technology altogether, like Samuel’s limiters, or provide students with access to technology without guidance, as do enablers, we prevent them from developing a critical understanding of the role that technology plays in our culture, ultimately leaving them with no position from which to understand emerging technology other than fear or blind acceptance
  • Samuel reports that she has found some telling correlations in her data between these parenting approaches and children’s online behaviors, noting that “mentors are more likely than limiters to talk with their kids about how to use technology or the Internet responsibly,” while “among school-aged kids,” it is the “children of limiters who are most likely to engage in problematic behavior: they’re twice as likely as the children of mentors to access porn, or to post rude or hostile comments online; they’re also three times as likely to go online and impersonate a classmate, peer, or adult.”
djplaner

School kids correct celebrity grammar mistakes on Twitter - Your Community - 0 views

www.cbc.ca/...ammar-mistakes-on-twitter.html

ictexamples

shared by djplaner on 23 Oct 15 - No Cached
  • djplaner on 23 Oct 15
     
    News article describing how one Brazilian school is encouraging their students to reply to the tweets of their favourite celebrities to correct their grammar and spelling. On the plus side, it's engaging students in something they might get a kick out of in relation to grammar/spelling. On the down side, there are questions about how well this fits the Twitter culture. Some may also raise questions about the practice of having students attach photos of themselves to the tweets.
djplaner

FUTABA - Enhances student learning. | On the road to learning ICTs - 2 views

traceydavis68.wordpress.com/...taba-enhances-student-learning

shared by djplaner on 10 Oct 15 - No Cached
  • djplaner on 10 Oct 15
     
    Example of ICT integration when ICT resources are scarce.
Fran Gemmell

Free stock photos · Pexels - 1 views

www.pexels.com

photos image

shared by Fran Gemmell on 07 Oct 15 - No Cached
fluffee liked it
  • Fran Gemmell on 07 Oct 15
     
    all photos on Pexels are licensed under the Creative Commons Zero (CC0) license. This means the pictures are completely free to be used for any legal purpose. The pictures are free for personal and even for commercial use. You can modify, copy and distribute the photos. All without asking for permission or setting a link to the source. So that attribution is not required.
firose2006

Lessons & Instructional Materials | Author's Position - 2 views

www.prometheanplanet.com/...author-s-position

iwb; flipchart; persuasive texts; ict technology

shared by firose2006 on 02 Oct 15 - No Cached
  • firose2006 on 02 Oct 15
     
    My (prep/1) mentor has told me I will be teaching persuasive texts. This was actually the only flipchart that came up in a search but I think with some scaffolding would be suitable for the age range.
djplaner

Free Technology for Teachers: 7 Tools for Adding Questions and Notes to Videos - 3 views

www.freetech4teachers.com/...dding-questions-and-notes.html

edc3100redesign tools video

shared by djplaner on 24 Sep 15 - No Cached
  • djplaner on 24 Sep 15
     
    Collection of different tools that can be used to add notes/questions to YouTube and other videos
djplaner

Computers 'do not improve' pupil results, just like wood 'does not improve' houses | Th... - 0 views

davidtjones.wordpress.com/...e-wood-does-not-improve-houses

impact ict performance

shared by djplaner on 16 Sep 15 - No Cached
  • djplaner on 16 Sep 15
     
    There's a OECD report going around at the moment that suggests that computers do not improve pupil results. This post comments on that report and suggests there are some major questions about it's ability to draw that conclusion. Not to mention the fact that asking whether "computers improve pupil results" is the wrong question.
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