edc3100 2016 s2 week 2 - why (not) use ict and pedagogy

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Assignment 2

Assignment 3

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




Automation & efficiency(For whom?)




Main focus of this course

That is why 'what works' is not the

right question in education.

Everything works somewhere, and nothing works everywhere.

-- Dylan Wiliam

FrameworksPLN


This week

1. Expand your PLN2. Why (not) use ICT and Pedagogy?

Does your blog break copyright law?

Is this legal?

Why?Why not?

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

Did you create it?

Did you create it?✔

Did you create it?✔In the public domain

Did you create it?✔In the public domain✔

Did you create it?✔In the public domain✔Creative commons

Did you create it?✔In the public domain✔Creative commons✖


Proper attribution

✖


✔ Proper attribution

✖



✖Copyright



✖Copyright✖



✖Copyright✖

Proper attribution



✖Copyright✖

Proper attribution✖



✖Copyright✖

Proper attribution✖Express permission



✖Copyright✖

Proper attribution✖Express permission✔

4.5 Use ICT safely, responsibly and ethically

Seek

Feedly

Sense

Blog Study Desk

Share

Diigo

EDC3100 Diigogroup

Your Diigobookmarks


This week

1. Expand your PLN2. Why (not) use ICT and Pedagogy?

Pick your somewhere

1. Context2. Curriculum3. Learners

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

Pick your somewhere

This course

Student blogging

ICT is available

It’s the way things are done

Goodish practice

Curriculum requirement

Theory

Empirical research

Theory washing ✖

ICT is available


Goodish practice


Theory

Empirical research

Just not ICT - Affordances

ActorObject (ICT)Environment

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)

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

✔✔

ICT is available


Goodish practice


Theory

Empirical research

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

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✖

ICT is available


Goodish practice


Theory

Empirical research




-- Dylan Wiliam

Goodish

Books

Teacher spaces

ScootleThe Learning PlaceBlog

sLesson plan sharing sites

ICT is available


Goodish practice


Theory

Empirical research

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

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.

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

✔

ICT is available


Goodish practice


Theory

Empirical research

Empirical research

Theory

Goodish practice


Theory is a convenience

Mouly (1978) cited in Thomas (1997, p. 78)



- a necessity, really -



- a necessity, really - organizing a whole slough of

facts, laws, concepts, constructs, principles into a meaningful and manageable

form




-- Dylan Wiliam

Dropbox

Analyse

Tool

Cognitive level

✖

Does wood produce good houses?

Do hammers and saws produce good furniture? (Papert,

1987)

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.

Dropbox

Analyse

Tool

Cognitive level

✖It’s not the tool, it’s how the learner uses it & howwell the teacher supports

Dropbox

Analyse

Tool

Cognitive level

✖

Are ICT good for learning?✖Is wood good for houses?✖

ConnectivismCognitive science

✔

✔ Discussing and interacting with othersReflecting on progress and assessing performance✔

Dual-coding theory✔

Lectures

ICT is available


Goodish practice


Theory

Empirical research

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)




-- Dylan Wiliam

Learning styles

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)

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)

✔

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)

✔

ICT is available


Goodish practice


Theory

Empirical research

ICT is available


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

Remember to hit


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

, 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/

, 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/

"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/