EDC3100 2016 S2 Week 2 - Why (not) use ICT and Pedagogy
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Assignment 2
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Assignment 3
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Why (not) ICT and Pedagogy?
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Why (not) ICT and Pedagogy?
The big 31. Preparing the next generation for the workforce2. Making schools more efficient & productive3. Enhancing & transforming learning & teaching
(Kirschner & Wopereis, 2003)
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Why (not) ICT and Pedagogy?
The big 31. Preparing the next generation for the workforce2. Making schools more efficient & productive3. Enhancing & transforming learning & teaching
(Kirschner & Wopereis, 2003)
Technology literacy goalse.g. ICT General Capability
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Why (not) ICT and Pedagogy?
The big 31. Preparing the next generation for the workforce2. Making schools more efficient & productive3. Enhancing & transforming learning & teaching
(Kirschner & Wopereis, 2003)
Automation & efficiency(For whom?)
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Why (not) ICT and Pedagogy?
The big 31. Preparing the next generation for the workforce2. Making schools more efficient & productive3. Enhancing & transforming learning & teaching
(Kirschner & Wopereis, 2003)
Main focus of this course
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That is why 'what works' is not the
right question in education.
Everything works somewhere, and nothing works everywhere.
-- Dylan Wiliam
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FrameworksPLN
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Add questions to: http://bit.ly/31_wsq
This week
1. Expand your PLN2. Why (not) use ICT and Pedagogy?
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Add questions to: http://bit.ly/31_wsq
This week
1. Expand your PLN2. Why (not) use ICT and Pedagogy?
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Does your blog break copyright law?
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Is this legal?
Why?Why not?
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4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching
Students apply appropriate practices to recognise the intellectual property for digital information of themselves and others
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Did you create it?
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Did you create it?✔
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Did you create it?✔In the public domain
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Did you create it?✔In the public domain✔
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Did you create it?✔In the public domain✔Creative commons
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Did you create it?✔In the public domain✔Creative commons✖
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Did you create it?✔In the public domain✔Creative commons
Proper attribution
✖
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright✖
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright✖
Proper attribution
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright✖
Proper attribution✖
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright✖
Proper attribution✖Express permission
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Did you create it?✔In the public domain✔Creative commons
✔ Proper attribution
✖Copyright✖
Proper attribution✖Express permission✔
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4.5 Use ICT safely, responsibly and ethically
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Seek
Feedly
Sense
Blog Study Desk
Share
Diigo
EDC3100 Diigogroup
Your Diigobookmarks
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Add questions to: http://bit.ly/31_wsq
This week
1. Expand your PLN2. Why (not) use ICT and Pedagogy?
![Page 38: EDC3100 2016 S2 Week 2 - Why (not) use ICT and Pedagogy](https://reader035.fdocuments.net/reader035/viewer/2022062904/587978ca1a28ab37368b7c53/html5/thumbnails/38.jpg)
Pick your somewhere
1. Context2. Curriculum3. Learners
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Pick your somewhere
1. Context2. Curriculum3. Learners
Assignment Requirement
1 Any formal, standards-based curriculum similar to your likely PE context
2 Pref. endorsed learning area of Oz Curriculum. Other possibilities.
3 Whatever your mentor says.
Now
A prior PE placement, real context
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Pick your somewhere
This course
Student blogging
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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Theory washing ✖
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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Just not ICT - Affordances
ActorObject (ICT)Environment
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Education is far too important to society to be
wiggled by a technological tail.
Let technology show us what can be done, and let educational considerations determine
what will be done in actuality(Salomon, 2000)
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Actor
Object (ICT)
Environment
USQ & Moodle
Moodle has a blogMoodle can have BIM
✖✔
✔
I developed BIM & use blogsStudents probably don’t blog
✔?
Many free blog servicesStudents have Internet access
✔✔
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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Let technology show us what can be done, and let educational considerations determine
what will be done in actuality(Salomon, 2000) Pedagogical
frameworksLearning activity types
Classroom routines
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Lots of online students at USQ
✖
✔
Importance of reflection in teacher edPSTs need to develop portfolio
✔
Increasingly teachers engaging in blended learning✔
✔USQ uses Mahara for eportfolioUSQ technical support only for USQ tech✖
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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That is why 'what works' is not the
right question in education.
Everything works somewhere, and nothing works everywhere.
-- Dylan Wiliam
![Page 55: EDC3100 2016 S2 Week 2 - Why (not) use ICT and Pedagogy](https://reader035.fdocuments.net/reader035/viewer/2022062904/587978ca1a28ab37368b7c53/html5/thumbnails/55.jpg)
Goodish
Books
Teacher spaces
ScootleThe Learning PlaceBlog
sLesson plan sharing sites
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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Learning objectives
Create imaginative, informative and persuasive texts that
raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate
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Technology literacy goals
In the Australian Curriculum, students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work
collaboratively in all learning areas at school and in their lives beyond school.
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APST 4.5Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching
✔
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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Empirical research
Theory
Goodish practice
Curriculum requirement
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Theory is a convenience
Mouly (1978) cited in Thomas (1997, p. 78)
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Theory is a convenience
Mouly (1978) cited in Thomas (1997, p. 78)
- a necessity, really -
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Theory is a convenience
Mouly (1978) cited in Thomas (1997, p. 78)
- a necessity, really - organizing a whole slough of
facts, laws, concepts, constructs, principles into a meaningful and manageable
form
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That is why 'what works' is not the
right question in education.
Everything works somewhere, and nothing works everywhere.
-- Dylan Wiliam
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Dropbox
Analyse
Tool
Cognitive level
✖
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Does wood produce good houses?
Do hammers and saws produce good furniture? (Papert,
1987)
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Does wood produce good houses?
Do hammers and saws produce good furniture? (Papert,
1987)
Everyone realizes that it is carpenters who use wood, hammers, and saws to produce houses and furniture, and the quality of the product depends on the quality
of their work.
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Dropbox
Analyse
Tool
Cognitive level
✖It’s not the tool, it’s how the learner uses it & howwell the teacher supports
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Dropbox
Analyse
Tool
Cognitive level
✖
Are ICT good for learning?✖Is wood good for houses?✖
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ConnectivismCognitive science
✔
✔ Discussing and interacting with othersReflecting on progress and assessing performance✔
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Dual-coding theory✔
Lectures
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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the translation of research conducted in the laboratory
for use in the physical or virtual classroom is difficult. Studies examining the mind and brain cannot be easily converted into simple formulae or algorithms for learning (Lodge, 2013, p.
88)
what happens in a laboratory or randomised control trial is not necessarily indicative of or generalisable to a physical
or virtual classroom(Lodge, 2013, p. 88)
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That is why 'what works' is not the
right question in education.
Everything works somewhere, and nothing works everywhere.
-- Dylan Wiliam
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Learning styles
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The brain’s interconnectivity makes such an assumption
unsound, and reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.
Learning styles
(Howard-Jones, 2014, pp 817-818)
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However, it is true that there may be preferences and, perhaps more importantly, that presenting information
in multiple sensory modes can support learning
Learning styles
(Howard-Jones, 2014, pp 817-818)
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✔
Reflective learning journals are recognized asa significant tool in promoting active learning
(Thorpe, 2004, p. 327)
The learning journal group obtained significantly higher marks than the control group
(McCrindle & Christensen, 1995, p. 184)
✔
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ICT is available
It’s the way things are done
Goodish practice
Curriculum requirement
Theory
Empirical research
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ICT is available
It’s the way things are done
Goodish practice
Curriculum require.
Theory
Empirical research
Why? Why not?USQ has moodleMoodle
has BIM
Blogs widely used
Moodle blog engine
not goodI’ve used blogs before
I developedBIM
Reflection important
Portfolio important
USQ uses Mahara for eportfolio
Others have used blogs
Meet APSTs
Connectivism
Cognitive science
Discussing & interacting with others
Reflecting on progress…
Blog research
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Remember to hit
Add questions to: http://bit.ly/31_wsq
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Howard-Jones, P. A. (2014). Myths and Messages. Nature Reviews Neuroscience, 15(12), 817–824. doi:10.1038/nrn3817
Kirschner, P., & Wopereis, I. G. J. H. (2003). Mindtools for teacher communities: a European perspective. Technology, Pedagogy and Education, 12(1), 105–124. doi:10.1080/14759390300200148
Lodge, J. (2013). From the laboratory to the classroom : Translating the learning sciences for use in technology-enhanced
learning Abstract. Retrieved from http://research.acer.edu.au/research_conference/RC2013/5august/16/
McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167–185. doi:10.1016/0959-4752(95)00010-Z
Papert, S. (1987). Computer Criticism vs . Technocentric Thinking. Educational Researcher, 16(1), 22–30.
Salomon, G. (2000). It’s not just the Tool, but the Educational Rationale that Counts. Invited keynote address at the Ed-Media Meeting. Montreal, Canada. Retrieved from http://www.aace.org/conf/edmedia/00/salomonkeynote.htm
Thomas, G. (1997). What’s the Use of Theory? Harvard Educational Review, 67(1), 75–105. Retrieved from http://her.hepg.org/index/1x807532771w5u48.pdf
Thorpe, K. (2004). Reflective learning journals : From concept to practice. Reflective Practice: International and Multidisciplinary Perspectives, 5(3), 327–343.
Wiliam, D. (2011). What is assessment for learning? Studies In Educational Evaluation, 37(1), 3–14. doi:10.1016/j.stueduc.2011.03.001
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Slide 1, 3, 15, 16, 37, 89: "Teaching is not Rocket Science" by Dean Shareski available at http://flickr.com/photos/shareski/2942564830 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 2, 5, 6, 7, 8, 9, 10, 11, 48, 51, 60, 77, 78, 86: "Why?" by Wade M available at http://flickr.com/photos/wadem/2730257498 under
Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 4: "Purpose Logo" by leesean available at http://flickr.com/photos/leesean/7021431279 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 12, 13, 54, 71, 82: "Diversity" by Stefani available at http://flickr.com/photos/BlueYonder/2339469596 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 14: "Teaching" by Hilts uk available at http://flickr.com/photos/Hiltsuk/9645351092 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34: "law breaker" by Esther Simpson available at http://flickr.com/photos/estherase/4494004368 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 35: "Handy Manny vs. Bob the Builder (52/365)" by JD Hancock available at http://flickr.com/photos/JDHancock/4378302122 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 38, 39, 40: "Somewhere over the rainbow" by S_lidingdoor_s available at http://flickr.com/photos/S_lidingdoor_s/3341896777 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
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Slide 41, 44, 49, 52, 57, 61, 79, 87: "Steps" by Jacqui Brown available at http://flickr.com/photos/jacqui.brown33/14528385071 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 42: "Interconnected" by Janice Marie Foote available at http://flickr.com/photos/jmf1007/8250329213 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 43: "washing" by nassio available at http://flickr.com/photos/nassio/2450959377 under Attribution-NonCommercial License
https://creativecommons.org/licenses/by-nc/2.0/
Slide 45: "Students travel around the world with books" by US Army Garrison Red Cloud - Casey available at http://flickr.com/photos/USArmyGarrisonRedCloud-Casey/8402810438 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 50: "Repeat" by Thomas Hawk available at http://flickr.com/photos/ThomasHawk/2681744739 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 58, 59: "Requirements" by astrobuddha available at http://flickr.com/photos/astrobuddha/3988108839 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 62: "Education is easy - in theory" by Doug Belshaw available at http://flickr.com/photos/dougbelshaw/4484261573 under Attribution License https://creativecommons.org/licenses/by/2.0/
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Slide 63: "Education is difficult in practice" by Doug Belshaw available at http://flickr.com/photos/dougbelshaw/4484261773 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 64, 66, 67, 68: "Theories of Childhood : An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky" by DI Library
available at http://flickr.com/photos/DILibrary/8509687193 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 69: "blooms-taxonomy-1k4snjn" by nist6dh available at http://flickr.com/photos/nist6dh/7095644699 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 73, 74: "The Little House on the Fjord" by matlacha available at http://flickr.com/photos/matlacha/11157232285 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 80, 81: "research_einstein" by Mike Nantais available at http://flickr.com/photos/mnotta/16416009198 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 83, 84, 85: "Fail" by Kevin Krebs available at http://flickr.com/photos/KevinKrebs/8694208096 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/