Uploading a BBC game.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
Wednesday, May 30, 2007
ICT material
Course outline and associated Texts
Important Notice
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
Tuesday, May 22, 2007
A good wiki should contain......
A good wiki should contain hyperlinks, a tool that links information throughout the document and with other subject/topic documents.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
Tuesday, May 15, 2007
ED4123-Assignment 2- Games as an Educational Tool
click on picture to start game.BBC- games – History- Mummy Maker (2007)
Games can be useful teaching tools for the student. In order to progress to the next stage students need to answer questions or identify objects or move around a map. If the game is relevant to the subject matter it can be useful to help students remember certain facts. This game from the BBC educational website is effective in that it requires the student to recall facts and study a scene in order to carry out the task. They are also fun and different and will appeal to the linguistic, spatial, musical, logical/mathematical and bodily-kinaesthetic capabilities within the group (Bochner, Duchesne and Krause, 2003, p 201).
Thursday, May 10, 2007
ED 4123- Assignment 2 - History Video Clips
click on picture to start game.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
ED 4123 - Assignment - History Audio Clips
http://www.otrcat.com/churchill.htm
An audio message can relay so much more to the history student than the mere reading of the words can. By appealing to the linguistic and musical intelligences of the students, it allows a glimpse of the passion of the orator and breathes new life into otherwise merely quoted words. (Bochner, Duchesne and Krause, 2003. p 201) The sound bite I have chosen is of Winston Churchill. His speeches to the British people during WWII helped assure and inspire the British people and the “bulldog” spirit is evident in this speech. (Churchill W, S., 1942) Audio clips can set the tone of a lesson. A teacher can introduce a lesson on WWII with American dance music. The teacher could contrast this carefree music with sound bites of air raid sirens or rapid gunfire to highlight the way things were in the war and how quickly everything could change
ED4123- Assignment 2-History Graphic Organiser
A graphic organiser such as a mind map assists the student in organising material and making sense of the facts. Tuning in to the logical/mathematical, linguistic and spatial intelligences of the student group (Bochner, Duchesne and Krause, 2003, p 201), a mind map such as the one I have prepared, sets out simply and logically the important events and people in the life and times of Tiberius Gracchus. Some passages of history can be complicated, so maps such as these can help present information in a linear of organised fashion. This tool is also effective for essay planning or for just simply to get a good overview of what can be an avalanche of information.
Tuesday, May 8, 2007
ED4123- Assignment 2- Pictures Make History Real
Pictures are a simple way to illustrate a point. Showing photographs of an area or event helps the student put various facts into perspective and stimulate the spatial and visual intelligence and of the student group, (Bochner, Duchesne and Krause, 2003,p 201). It is easier to remember information when it is associated with an idea so photographs help do this simply and easily. I have chosen my personal holiday snaps of historic sights and buildings to bring history to the group. I have seen these places and therefore would present them to the students as evidence of a particular event or place in history.
References
Churchill W,S., 1942 http://www.otrcat.com/churchill.htm, retrieved 17/05/2007
Bochner, S., Duchesne, S., And Krause, K. (2003) Educational Psychology for Learning and Teaching. Sydney: Macquarie.
Gardiner, H., (2003) MI After Ttwenty Years, Scientific America http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf retrieved 15/07/2007
BBC- games – History- Mummy Maker (2007) http://www.bbc.co.uk/history/interactive/games/ retrieved 15/05/2007
Bochner, S., Duchesne, S., And Krause, K. (2003) Educational Psychology for Learning and Teaching. Sydney: Macquarie.
Gardiner, H., (2003) MI After Ttwenty Years, Scientific America http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf retrieved 15/07/2007
BBC- games – History- Mummy Maker (2007) http://www.bbc.co.uk/history/interactive/games/ retrieved 15/05/2007
What learning styles do you think would be best suited to an online learning environment
I think out od the 9 learning styles I would assume that visual interpersonal and logical would be the learning intelligences that I would use. I would have thought that all of the intelligences could be condusive to on line learning how ever I as the instructor do noyt possess all of the intelligences
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Multiple intelligencesfrom Offspring
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
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