Group items tagged

" DET site page assist learning from home. They will continue to update this page in the coming weeks. On this page: Learning continuity contingency planning: early childhood and Learning continuity contingency planning: schools Online options Offline options Tips for remote curriculum delivery  Learning continuity contingency planning: early childhood When planning for children's learning continuity in the event of closure, early childhood education and care services may consider: identifying ways early childhood teachers and educators can initiate group or individual contact with children to maintain learning opportunities implementing activities with children by using available technologies maintaining contact with families to discuss and track the wellbeing of children and discuss the progress of children's development identifying ways educators can improve the implementation and documentation of the service's program and maintain educator practice. There are resources services can provide to support parents and carers to engage in learning activities with their children at home: Play-based learning for pre-schoolers - provides suggestions for good structured and unstructured play experiences for 3 - 5 year olds How to build literacy skills from birth to year 2 - includes tips on how to help build children's skills in speaking, listening, reading and writing How to build numeracy skills from birth to year 2 - includes tips on how to build children's skills in maths, measurement and patterns Building STEM skills for children - includes ways to engage children with STEM related experiences. Raising Children Network also has a range of learning activities for pre-schoolers. It includes tips and ideas as well as videos of drawing, writing, storytelling, counting and other activities that can be done at home. Services may also want to give parents information about talking to their children about COVID-19. For example: UNICEF's How to talk to

The SAMR model was developed by as a framework to integrate technology into the curriculum. I believe it can also serve as a model to establish and assess if and how technology is being used to reinforce an old, often archaic Education 1.0 or being used to promote and facilitate what many are calling 21st century skills, i.e., creativity, innovation, problem-solving, critical thinking; those skills characteristic of Education 3.0. Many look at SAMR as the stages of technology integration. I propose that it should be a model for educators to focus on Modification and Redefinition areas of technology integration.

This post presents Dr Many Lupton's analysis of the Australian Curriculum v6.0. Inquiry skills and information literacy are embedded in the Australian Curriculum in the subject areas Science, History, Geography, Economics and Business (draft), Civics and Citizenship (draft, and in the general capabilities Critical and Creative Thinking (CCT) and Information and Communication Technologies (ICT) .

The role of the school librarian is to guide students and fellow educators through the intersection of formal and informal learning. The instruction the school librarian offers is integral to a well-rounded education. As educators and instructional partners school librarians are critical to teaching and learning in the school community. The school librarian plays a prominent role in instructing students, faculty, and administrators in a range of literacies, including information, digital, print, visual, and textual literacies. As leaders in literacy and technology, school librarians are perfectly positioned to instruct every student in the school community through both traditional and blended learning.

From ReadWriteThink, the Trading Cards app could give students and alternative way to share what they understand about the characters and places from the books they have been reading. The fields/categories that can be documented include: fictional person, real person, fictional place, real place, object, event and vocabulary word. Each category has specific guiding questions to assist students. Space is limited so students have to be able to demonstrate their ideas succinctly and only include the most important information. The app is easy to use, has good "how-to" information, auto-saves and can be printed or emailed.

A reflection about one school library faculty's goal of creating a positive learning environment with space that would help students and teachers develop real-world connections and the approach they took to creating it. The ideas for the space included housing the collection, helping students and teachers collaborate, being a hub for learning with a flexible floor plan and supporting newly developing areas in educational technology. The school decided to create a learning commons to move beyond traditional thinking about libraries and respond to what the kids and teachers really needed. The faculty envisioned their environment to be developmentally appropriate for their young students, as well as to foster a sense of creativity, inspiration, and encourage dialogue and a sense of community. The new learning commons library offered more space for stacks, added conference rooms and a lounge area, but the learning commons concept informed more than the library. These design changes increase opportunities to be inspired by student work and performances and create stronger interpersonal connections among students and faculty.

"This paper reports on a study into principals' perceptions of the role of the teacher-librarian. Nine principals in Australia were interviewed about the role of the teacher-librarian and library in their school. The findings indicated a range of ways in which the teacher-librarian adds value to the school, including in their role as teacher, providing the principal with a broad perspective on the workings of the school, providing advice and ideas, and providing leadership in the use of information and communications technology (ICT) at the school. It also identified a number of personal qualities valued by principals."

"QLD Ed Dept. The Digital footprint resources assist schools to promote discussions about the importance of positive online behaviours and protecting your digital footprint. Several areas: Cybersafety resources provide a range of resources for use by school staff from Prep to upper secondary. Cybersafety policy provides information for schools about developing school policies regarding the use of technology. Managing incidents. BECTA (UK government) resources"

Education 2020. With our time spent #remotelearning online, good digital citizenship & literacy skills are more important than ever. This guide includes many tips & resources to help you & your students. Developing digital citizenship with the understanding that Digital citizenship encompasses skills, values, and behaviours that include appropriate and effective ways we interact with people and information through media and technology.

"Today's students require strategies that support their acquisition of knowledge, allow them to save their notes across devices, permit them to search through vast quantities of information, and share their learning with the rest of their community. Before blaming a device-either the pen or the laptop-we need to identify what is best for individual students by considering what I call the four S's of note taking. Does the system students are using: 1. adequately support the students' learning needs? 2. allow students to save their notes to multiple locations? 3. let students search for salient points? 4. permit students to share with peers and teachers?"

Useful list. Nicely organised with brief annotations

Useful advice for everyone but we should be giving this information to our students if we are really preparing them for life beyond school.

"The trends identified in the 2014 Horizon Report should inform K12 library practice and the ways in which we partner with classroom teachers.  In many cases we will already recognize them as part of our current practice."

An interesting infographc explaining how the search engine Google pulls information from the web. It is reasonable simple and would be a useful resource to use when trying to explain the process to students.

"The BBC is to publish a continually updated list of its articles removed from Google under the controversial "right to be forgotten" rule. The ruling allows people to ask Google to remove some types of information about them from its search index.But editorial policy head David Jordan told a public meeting, hosted by Google, that the BBC felt some of its articles had been wrongly hidden. He said greater care should be given to the public's "right to remember". Following the ruling, Google set up a form on its site allowing people to request which links should be taken down."

"PBS LearningMedia now offers more than 100,000 digital resources, including common core-aligned videos, interactive learning games, and tools for teachers. The site is a partnership between PBS and WGBH Educational Foundation and includes tools to help teachers make storyboards, build lessons, and create quizzes using PBS's digital content. There's also a student view, which teachers can set up so that students can access class materials from their own devices. Many resources are also labeled with standards information so that teachers can determine how a potential lesson might line up with the common core. Though some parts of the site are available only to paid users, the majority are free."

A useful annotated list of collaboration tools. "The right strategies will enable instructors to conceive and create interesting, informative learning coursework, activities and exercises that will fuel students' hunger for learning more. Also this will encourage them to open up towards their instructors and other students in their group who can ably support them by offering thoughtful advice and tips. So implementing right strategies and using proper tools for implementing them, is a must for facilitating learning through online group collaboration."

""Vancouver has done is the opposite to most school districts. It's gone against the grain," Tomassini said. "Librarians are the perfect people to help schools transition into the information age. It made sense to highlight what Vancouver has done. We wanted to create a blueprint for other districts to follow.""

Learning continuum - ICT integration