ELA 6 -ICT

Retrieved From: http://activated.act.edu.au/ectl/resources/ECTL_Framework.pdf 'This Essential Learning Achievement focuses on students learning how to use a range of Information and Communication Technologies (ICT) to support their thinking, learning and communication. ICT broadly encompass digital communications systems, including computers, associated peripheral devices and software, which are commonly linked together in networks. They are an important feature of life and work in contemporary society and are continually evolving. Using ICT effectively enables students to conduct inquiries and create knowledge, to communicate and collaborate with others in local and global contexts and to interpret, analyse, organise, transform and manage information in ways that enhance their learning, understanding and creativity. Using ICT effectively involves understanding the function and range of available technologies and then selecting, combining and using the appropriate hardware, software and digital systems for the intended purpose and audience. Underpinning the capacity to perform these actions are technical skills in the use of applications, such as word processing, publishing, spreadsheets, databases, multimedia, email, interactive software, intranet, the Internet, search engines, web logs and wikis.'

Rudd's Computer commitment

Retrieved From: http://www.couriermail.com.au/news/national/kevin-rudds-computer-commitment-to-schools-falls-short/story-e6freooo-1225790200462 (March 27th, 2010) Kevin Rudd's computer comittment to schools falls short. 'The cost of the computer program has more than doubled since Mr Rudd used his 2007 election campaign launch in Brisbane to make the then $1 billion commitment. Mr Rudd's pledge to bring schools into the digital era with broadband has also stalled, with the rollout delayed until the Government finalises its plan for a broadband network. Within months of starting the computer rollout, the Government was forced to find an extra $800 million to placate the states after a stoush over installation costs threatened to derail the project.' Emma Chalmers, Courier mail, Oct 23, 2009. Funding of this project was clearly not estimated well.

Seventh National Interactive Teaching and Learning Conference 2010

Retreived From: http://www.iwb.net.au/conferences/australian10/ Seventh National Interactive Teaching and Learning Conference 2010 'The major presentation categories of the conference will be: Implementing educationally sound IWB programs in schools Professional development, training and support for interactive teaching The power and diversity of Interactive Whiteboards (IWBs) and the associated IWB software Third party software perfectly suited for use on an IWB Peripheral technology adding value to teaching and learning through an IWB The educational benefits of Student Response Systems with or without an IWB Cutting edge Web 2.0 technology (cloud computing) for interactive learning Communicating and collaborating to learn, using digital technologies Emerging interactive technologies and their potential benefits for learning. With interactive technology playing such a prominent place in the learning of our students, this is one event that you should not miss. It provides you with an opportunity to see the latest practice presented by teachers who are leading the advances being made in interactive teaching and learning' This website is particularly useful for finding ways in which the IWB, found in so many classrooms, can be used effectively. It could be argued that holding one every year, and it is in its seventh, indicates the impact the the IWB is having on Australian schools.

bubbl.us

art education helps in a rapidly changing world

'The point of arts education-actually of education in general- is to encourage students to investigate the world, to experiment and to test ideas, to gain skills for expressing themselves. Art teachers critical and imaginative thinking, which is more important than ever in a rapidly changing world.' Bridget Ganske (Masters candidate at Harvard Graduate school of education.)

IWB and group learning

Kent P and Holdway M. Interactive whiteboards, productive pedagogies and literacy teaching. [online]. Literacy Learning : the Middle Years; v.17 n.1 p.21-25; February 2009. Availability: ISSN: 1320-5692. [cited 25 Mar 10] All of the examples given in this article are based on the fundamental principle that group discussion can be initiated through the use of presenting lessons on the whiteboard. The IBW function of linking with other programs or digital equipment means that it is particularly useful in presenting students work and creating discussion around this. Kent argues that this type of teaching which he has named e-teaching can encourage high order thinking through reflection and group discussion.

CREATING·CONTEXT

Jones M. Creating context : expanding the scope of media creation as an educational tool. [online]. Australian Screen Education; n.29 p.122-123; Winter 2002. Availability: ISSN: 1443-1629. [cited 25 Mar 10]. this article talks about the role of museums and gallerys use of multimedia to enhance visitor experience. The example given in detail is the Powerhouse museum in Ultimo sydney, where students can attend workshops that teach all aspects of media production. www.soundbyte.org ' A good Interactive, of any type, will draw a direct and tangi- ble link between the objects on display and their function and significance, by providing a pro-active experience through which the visitor can make a personal interpretation. '

What is visual literacy?

From: Sims, Ellen, O'Leary, Rose, Cook, Julian and Batland, Gill. (2002) Visual Literacy: What is it and Do we need it to use learning technology efficiency. Here is a list of four requirements for good visual literacy taken from this article. 'a) (Can ) discriminate, and make sense of visual objects as a part of a visual acuity, b) create static and dynamic visible objects effectively in a defined space. c) comprehend and appreciate the visual testaments of others. d) conjure objects in the mind's eye.' Sim's definition for visual literacy is: visual literacy= 'images communicate meaning and literacy means being able to read and compose.' The article ended with 'Can visual literacy be taught and learned?' So to teach is to impart the skills of how to interpret images and how to make images, and how to use images in order to get across an idea.

art teachers, what of ICT?

From: Phelps and Maddison, ICt in the secondary visual arts classroom....(see previous post) Art teachers from rural NSW were part of a study to gather information about their values and attitudes to ICT in art education. Some said that digital art was cold and impersonal, or had a lack of physicality and therefor connection, others said that it was just another tool, opening up possibilities. Most used it for theory, having access to all images and all galleries. 'Liam believed that ICT helped art compete with other subjects; "When we use computers it makes us more attractive, more accountable...' Barriers were funding, resources. Two teachers said they did not want computers in the classroom. Equipment was found to vary considerably from school to school.

students need visual art

From: Phelps, Renata, Maddison, Carrie. (2008) ICT in the secondary Visual Arts classroom: A study of teachers' values, attitudes and beliefs. Australasion Journal of Education Technology. 2008. 24(1), 1-14. 'With an ever increasing emphasis on still and animated imagery, symbols and iconography in society, analysis, interpretation, extrapolation and evaluation of visual imagery has become just as important as art creation. Students need to be wise consumers, familiar with how the mass media operates (Hicks, 1993) and visual arts education has an important role to play in preparing students as visually literate and critical members of society (Brown, 2002; Schwartz, 1991). Furthermore, as the use of digital media has expanded, new career opportunities have opened up for visual artists. Students with knowledge, skills and proficiency in digital art and design are well situated to obtain employment in commercial visual arts contexts, such as advertising, film, animation and other computer graphic industries (Matthews, 1997; Taylor, 1999). Web 2.0 technologies such as Second Life and Flickr, together with the expanding games industry, represent environments in which digital visual art and design skills provide new opportunities for self expression, as well as enhanced commercial potential. ' (p.2)

e-portfolio and reliable assessment

'The study specifically sought to test the reliability of the assessment

processes, the procedures used to train the teachers in the portfolio devel-

opment process, and the utility of the instruments in estimating student

progress over time.'

Results suggest that e-portfolios are marked equally to real portfolios even though some teachers were concerned that 'digital reproductions of artworks may not accurately reproduce levels of excellence or subtle characteristics the actual artworks contained.'

I must admit this is a concern of mine. One that is seriously considered each an every time an artwork is photographed, knowing that at some point you will use that photograph to apply for residences, competitions or gallery shows. If the photograph is a poor reproduction then this effects your success, however to photograph and email or send a disk is practical on so many other levels that one must just make sure to photograph well! For students this can be of course an issue.

From: Dorn, Charles M., Sabol, F. (2006) Studies in Art Education, A journal of issues and research, 2006. The effectivness and the use of digital portfolios for the assessment of art performances in selected secondary schools.

creative collaboration

From: A handbook from FutureLab_2004 'Why the focus on 'creative collaboration' Two reasons are cited: the rapidly changing world, and research?? anacdotal?? (not sure where this idea has originated) That learning is also becoming seen to be done more effectively using collaboration- peer to peer. They offer two case studies: Virtual puppeteers and Media stage. Both are a kind of virtual world type program. Students control character, in puppeteers the characters are 'fictional type' in media stage they are 'real world type'. It is 3D storytelling. Conclusion was that ' effective collaboration was supported through tools and effective classroom supportive environments.'

An optimistic view

From: Bryant, Le. (2007). Emerging trends in social software for education. ...'the fundamental pattern of learning and innovation using social tools- FIND - REMIX - SHARE - seems ideally suited to the way most young people like to discover and make sense of the world around them, which is reason enough for an optimistic view of their likely impact.'

newsfeed advantages

From: Bryant, Lee. (2007). Emerging trends in social software for education. 'There are several principal advantages of newsfeed aggregation over email: • Subscriptions are chosen by the user – they receive only those updates they wish to. • Individual items do not need to be filed or deleted; they just flow by as a ‘river of news’ and unless you decide to keep them they eventually disappear. • By reading all updates in one place and in one format, users can skim read much larger amounts of information to find what they find useful than with email. • When a source ceases to be useful, or if interests change, a user can simply delete unwanted feeds.'

blogs and literacy

From: Bryant, Lee. (2007) Emerging trends in social software for education. www.becta.org.uk/research This growing body of evidence suggests that blogs can be a key tool in developing literacy and writing confidence. Mark Ahlness, of Seattle’s Arbor Heights Elementary School, told the Seattle Times: “Never in 25 years of teaching have I seen a more powerful motivator for writing than blogs. And that’s because of the audience. Writing is not just taped on the refrigerator and then put in the recycle bin. It’s out there for the world to see. Kids realize other people are reading what they write. (p.11)

Sorry no ICT here: Warm up, be happy

warm up, get friendly, be happy STEP ONE: place and object on the table (if you need ict use a phone with internet) STEP TWO:arrange people into groups of 2-5 STEP THREE: ask everyone to scribble down as many ways as they can to use the object Share, laugh, relax STEP THREE: the group with the most wins, something like a Meg award.

Nintendo's and teaching, What the??

From: John, Merlin. (May 2009). The revolution will be tweeted. www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1259 Maths and Nintendo DS Lites in a primary school. Speed training, and a way to teach rote learning that is fun for the kiddies. Students and teachers enjoy using the specialised program.

Its a visual- thang... Learning with film

From: It's a visual thing: audio-visual technology in education. (July 2009). Author unknown?? www.futurelab.org.uk/resources/publications-reports-articles/vision-magazine/VISION-Article1283 The British Film Institute (BFI), 'is busy trying to convince schools that there are a range of audio-visual tools that can be used to compliment books to help children to learn about narrative. Reid believes that, given the primacy of the audio-visual in everyday life, film should be an important part of the literacy curriculum...' Someone in the class said to me last week that her mentor teacher refused to allow students in year 10 use green because all year 10 students want to do is use green (now stick with me here there is a point) I said but why wouldn't you use their need for green, which is a little odd but anyway, why wouldn't you harness that interest to teach all the subtleties and complexities that the colour green can offer, I would think (I know I'm only a preservice teacher BUT) I would think that using the students interest would aide in a lesson, as opposed to choosing something they are not interested in... Ok back to BFI ( ha I'm using an acronym!) If students are familiar with audio-visual (which of course they are!! ignoring the few exceptions of community location) why not harness that knowledge to help teach narrative. GO BFI. This also leads into another question-2.0- creating audio-visual. Making teaches so much more that watching!! To make, one must understand and evaluate- these words just keep on cropping up- the article starts by discussing watching of science experiments (authenticity always comes from science doesn't it!!) and goes on to discuss the sharing of info with harvard physicists (even more authenticity, I am being cheeky here while agreeing with the idea-keep this in mind) goes on to refer to podcasts, own time own pace etc etc learning anywhere etc etc. Concerns are some schools using tech well others are not. Is this creating a chasm?? It is encouraging teachers to be active and in this way change policy from the ground up. Good points whoever you are.

rewarding risk-a solution???

From: Thomas, Kim. (July 2008). Rewarding risk: how e-scape changes learning. www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1063 This article writes about a project designed to combine handheld learning devices, with electronic portfolios. Initial designs were drawn on a PDA, electronic portfolios were kept and made as the students worked, with the final project uploaded onto a central website where they were assessed by moderators. The PDA included features such as voice recorders, word, excel, mind-mapping software, paint software, a camera and a video recorder. 'The ability to share work between students is particularly valuable, says Ross: "There's a useful link called 'collaboration', which means that if I draw a design on my PDA, it can then be transfered to someone else's PDA. They can add their notes, and that can go on a cycle of three students, so on me e-portfolio, it will not only have my drawing, but the next window on the website will have my peers' comments on my design.' (p.2) Software was found to be too teacher reliant, students felt that work was slower than it needed to be because of this. The e-portfolio system used is called Managed Assessment Portfolio System (MAPS). Projects therefore can be marked from anywhere.

Rewarding risk

A huge problem, I believe, in schools is the lack of opportunity for risk taking that is appreciated even when it goes bad, which lets face it happens more often than not. For visual art this such a huge issue because to succeed creatively you really do need to understand in depth why everything you made yesterday, the day before, the day before that looks just plain awful in order for the good stuff to be made tomorrow or the day after or the day after that. AND that you can still have an inner confidence that the good stuff is just around the corner despite the truth displayed by the evidence in front of you, behind you, all around you. Although there is all this writing and curriculum making about the importance of critical thinking, creative thinking, higher order thinking; Are teachers going to reward the risk taking and the inevitable failures that will occur as a result especially? In a Naplan year!!? I was speaking with a year five teacher yesterday after sitting in on his class for the day about the pressure surrounding a Naplan year. I asked because I observed frequent mentionings like: 'if you do this it will earn you two more points, if you do that it will earn only one.' Now he was referring to personification and simile. He argued that personification was more difficult and therefore will get them more marks. BUT what if the story you are writing doesn't require personification? Now I'm not a writer so maybe this is a silly question-maybe all the writers out there are screaming at the screen right now, Yes you can, Yes you can. BUT AGAIN, if i were painting a particular subject in a particular style I know I cannot incorporate all aspects of realism and expressionism in all pictures all the time-so what am I saying- It is this the right tools for the job does not just apply to us as teachers when where thinking about ICt in lessons for instance it applies to everything including whether or not a story requires personification or a simile. I worry often that assessment interferes in the process and outcome of a creative piece and that only the super brave who are prepared to risk a poorer mark will produce - eventually- the better product.

the fish

Please don't overfeed the fish- obesity is a big issue people. Thankyou. The management.

new topic people

How ICT is used in teaching and learning?

Connectivism-the new ism

From:E-Pedagogy, by Bobby Elliott: www.scribd.com/doc/932164/E-Pedagogy Connectivism: George Siemens. "learning is the process that occurs when knowledge is transformed into something of meaning." data to information to knowledge to meaning. There are eight principles of connectivism: 1. learning and knowledge rest in diversity and opinion. 2. learning is a process of connecting specialised nodes of information sources. 3. learning may reside in non-human applicances. 4. capacity to know is more important than what is currently known. 5. maintaining connections is needed for continual learning. 6. ability to see connections between ideas and concepts is a key skill. 7. currency (accurate, up-to-date knowledge) is vital in learning. 8. decision making is itself a learning process.

The new kind of learner

From: E-Pedagogy by Bobby Elliot, (2009), www.scribd.com/doc/932164/E-Pedagogy The new kind of learner: 1. active learning rather than passive receiving of knowledge. 2. authentic learning experiences rather than contrived tasks. 3. construction rather than instruction. 4. task (not process) oriented. 5. just in time learning. 6. search not memorise. 7. doesn't know answer but knows where to find it. 8. google not libraries. 9. collaborate not complete. "Todays students have not changes incrementally from those of the past. A really big discontinuity has taken place. One might even call it a singularity - an event which changes things so fundamentally that there is no going back. This singularity is the arrival and rapid dissemination of digital technologies in the last decades of the 20th Century."

six changes due to ICT

From:E-Pedagogy, by Bobby Elliot, (2009), www.scribd.com/doc/932164/E-Pedagogy 1.Individual participation; from consumers to creators. 2. Connection; collective intelligence. 3. Epic scale of data. 4. Designed for mass participation. 5. Network effects. 6. Openess; share data and ideas. 'perhaps the simplest way to explain Web 2.0 is to describe it as the "read/write web" (Gimore, 2004); a web that facilitates participation and collaboration.'

Schools online

Online network use in schools Social and educational opportunities Notley, Tanya Source: Youth Studies Australia; Sep2008, Vol. 27 Issue 3, p20-29, 10p Notley argues for decreased sensoring in schools. Social relationships that form between students in online social forums are improving communication in real world social envirironments, and an important access point for all kinds of facilities. The quote's below is taken from this article. 'The key reason why online networks can enhance social capital is because the increasing ubiquity of the internet and related ICTs impacts on the way social relationships and social networks are created, mediated and maintained. If a majority of people communicate and connect online, this in turn impacts on the way they accumulate social capital (Notley & Foth 2008). In this way ICTs can and do have an impact on bonding, bridging and linking forms of social capital (Huysman & Wulf 2004).' 'Other researchers have also emphasised the learning benefits that online network use can provide through the development of skills in peer-to-peer knowledge sharing, collabo- ration and critical evaluation (Gee 2003; Ito 2006; Organisation for Economic Co-operation and Development (OECD) 2007; Sefton-Green 2005). Case study research has suggested that the flexible, personalised, experiential and informal learning opportunities that online network platforms provide can better suit young people who have struggled with the industrial one-size-fits-all style of teaching that still characterises the mainstream school systems in most developed nations (Green et al. 2007). However, rather than suggesting that online networks offer learning tools that are superior to traditional school-based learning, some researchers argue that online networks can and should be used to support an education system that conforms to the learner, rather than the learner to the system.'

digital art lesson

video

Technology: the cause of headaches??

Anecdotal evidence suggests that headaches are a contemporary ailment that can be linking directly to the attempt to understand technology. In an interview with a number of university students a large percentage reported constant and recurring headaches after using ICT. In some cases students reported the phenomena simply from coming into close contact with ICT.

intergrating education technology into teaching

Roblyer, Margaret D., Doering, Aaron H. (??) Intergrating Educational Technology into teaching, 5th Edition. Three points taken form:ISTE National Educational Technology Standards (NET.S) and Performance Indicators for teachers. 1. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 2. promote studnet reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes. 3. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

digital cameras as reflection tool

Makin L., Whiteman P. (2006) Young children as active participants in the investigation of early literacy. European Early Childhood Research Journal 14 (1):33-42. '...many teachers find that tools such as digital cameras are invaluable in encouraging children to revisit and reflect on their work, to articulate their ideas, and to share their understandings with others.'

Benefits of digital technology

futurelab.org.uk/resources/documents/handbooks/digitalinclusion3.pdf BENEFITS MAKING CONNECTIONS communicated online with people who have similar interests. FOSTERING COLLABORATION encourages making connections ENCOURAGING COMMUNICATION real time communication with anyone anywhere PROVIDING A DYNAMIC REPOSITORY generating information is as easy as getting information. EXAMPLES 1. using camera phones to post text and picture messages to learn local information for non native english speakers in an english class. good success. 2. using mobile game- newtoon, to explore physics.high success. 3. using mobile to teach off campus - blogging. good success. 4. using film for students with poor literacy skills, students express ideas and views and experiences unimpinged by literacy barriers. high success. 5. using audio, video and static presentations allowed lectures to be listened to at any time. good success. 6. using video to record class discussion in sign language. high success.

multimedia to enhance learning

'Although multimedia is seen by some educators, politicians and journalists as an exciting new tool that has the potential to transform education, it is only a tool and, as such, its usefulness or benefits are independent on the ways in which it is used.' This article argues multimedia should be considered along side ways in which the brain learns. It questions in what instances it is appropriate to use it as a learning tool. BRIEF HISTORY OF LEARNING PROCESS 1950 Roger Sperry. Research on left and right hemispheres and what areas they control. Early research found an undervaluing of right hemisphere thinking in schools, ie: arts music and humanities. 1970's Tony Buzan. Developed mind maps as a learning tool that used both hemispheres of the brain in learning. 1983 Howard Gardner. Multiple intelligence. Saw IQ testing as limited. See http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences POSITIVES Multimedia learning is suited to: visual/spatial learners, musical, verbal/linguistic learners, logical/mathematical and intrapersonal learners. NEGATIVES Multimedia learning is not suited to: interpersonal learners, bodily/kinesthetic, or naturalist learners.

Feith D. Using multimedia to enhance learning. [online]. Principal Matters; n.74 p.40-42; Autumn 2008. Availability: ISSN: 1322-2481. [cited 08 Mar 10]

changing world

Black, Greg. This changing world : technology, teaching and learning. [online]. Teacher; n.203 p.16-19; August 2009. Availability: ISSN: 1449-9274. [cited 08 Mar 10]. This article states that there is a '...growing evidence base...(that) stimulates student interest and motivation, cognitive processing, independent learning, critical thinking and teamwork...' and also '...anecdotal and some statistical evidence...(that ICT can) encourage engagement and (have) increased participation...'. The evidence was not provided. PROBLEMS 'In 2008, education.au published research findings on the use of technology by educators...' It found among others that '41% cited poor infrastructure as a barrier...(and) 40%...content blocking.' CHALLENGES '...curriculum and assessment regimes (need to) match 21st-century needs...'