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1299 EDN. Task 3.Technology for Teaching and Learning. (ICT tools (Scootle…
1299 EDN. Task 3.Technology for Teaching and Learning.
I.M.P.A.C.T Framework
Apply
Looking for a relationship, juxtaposition , visible thinking.
Practice
Repeat stepped process, drafting.
Connect
Engage with experts, students to student and beyond the classroom
Model
Explicite instruction, demonstrate concepts.
Transform
Create a representation of new knowledge, reflect on what know.
Inspire
To motivate and emotionally connect learners to content and each other.
TPACK Framework
TCK - Technological Content Knowledge
PCK - Pedagogical Content Knowledge
TPK - Technological Pedagogical Knowledge
Readings
Teacher Beliefs and Technology Integration Practices: A Critical Relationship (W2)
TC - Teacher centred
SC - Student Centred
Beliefs, practice and role of technology
Teaching middle years; rethinking curriculum, pedagogy and assessment (W3)
Connection between personal and learning use of ICT
Table 15.2, ideas to supplement curriculum with transformative use of ICT
Investigating, creating, communicating, managing and operating ICT
Too cool for school (W1)
TPACK framework
What is technology, how to repurpose technology
Pedagogy and content
Technology for Inclusive Education (W4 - Jeff Souter)
Why we need to implement assistive technologies
Curriculum Intent
Special provisions and adjustments
4 General Areas of (AT)
Access - to enable to engage with curriculum
Supportive - to improve efficiency in learning
Curriculum - applications to enhance learning in curriculum focus
Framework - Applications to cater to learning needs
Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks (W5)
List of top researchers in technology
Information Technology in Primary and Secondary Education
Social networking - approaches to professional learning (w5)
Inquiry-based professional learning via intentional investigation on self
Why do teachers interact
active connectedness and participation in activity
ICT Capabilities
Investigating with ICT
Communicating with ICT
Creating with ICT
Theories of ICT
Managing and operating with ICT
Ethical and social protocools and practices
Pedagogy
ICT pedagogy
21st century thinking
Digital pedagogy
ICT tools
Scootle
Explain everything
Twitter
Twine
Podcast
Imovie
Interactive Powerpoint
Meme
Garage Band
Padlet
YouTube
Inanimate Alice
Survey Monkey
Kahoot
Quizlet
Mindmap
Pecha Kucha
Virtual Reality
3D Mapping system
Lecture Bites Assessment 1
LB2 - Teacher centred and Student centred
LB1 - Understanding the theoretical underpinnings for the effective integration of ICT in learning
LB3 - Content Specific and Content Free
LB4 - Assistive and Inclusive Technologies
LB5 - Teacher professional learning
Dolly Cyberbullying Assessment 2
Investigate - Survey using (Survey Monkey) 9 questions
Communicate - Podcast (Podbean) 7+minute discussion
Create - YouTube Video , realistic perspective on cyberbullying
Student centred vs Teacher centred vs Constructivist
Teacher Centred
Teacher-directed primarily didactic.
Present information
Focus on standards
Fact retention
Product orientated
Teacher-led assessments
Direct instruction
Student Centred
Primarily interactive
Guided discovery
Collaboration and modelling active learning
Depth-focus on student interests
Understanding complex ideas
Self assessment and reflection
Larger emphasis on thinking skills
Constructivist
Collaborative learning
group work
construction of knowledge
External thought process and discussion
Interactive - hands on
real-world learning and development
self discovery and reflection
Multiple environments for teaching
face to face
computer based
small group
Variety of teaching strategies
project-based learning
problem-based learning
case-based learning
Self-regulated learning
Time management
How to regulate and monitor where time is spent and for what durations
Metacognition
Thinking about the learning process and adding effort, self-regulation and planning to the process
Peer learning
learn from and teach each other
Effort regulation
Consistent with time management.
Critical thinking
Posing questions of why? and how? and thinking about the judgement
Beliefs and Practices. Role of Technology
Cross,Coley
Supplement to reinforce skills. Delivering content. Technology as a motivator.
Dehaan, Goneew, Hillman, Abernethy, Cassidy, Travis
Enrich. To motivate, student centred approach, collaboration, higher-order thinking, teachers as facilitators, helping students become 21st century thinkings and learners.
Crosby, Barnes and Garcia
Transform. Student choices, technology to solve problems, motivation among students, student excitement and engagement and real-world connections
I.M.P.A.C.T Assessment 3 . Auschwitz Concentration Camps. H.A.S.S. Curriculum, year 10
Inspire - 4k virtual reality video and narration with questions and discussion
Model - Pecha Kucha presentation of history from WW2. Student recreate personal Pecha Kucha
Practice - Quizlet, drawing on knowledge from diagnostic and formative learning
Apply - Mind Map. Allowing for verbalise thinking and working through content
Connect - Skype. Interview questions and discussion with curator of Auschwitz.
Transform. Virtual reality panorama and mapping system