Jamie Pantsaras (jamiepantsaras)'s Public Profile in the Diigo Community

I'm 22 years old and have just begun my second year of a Bachelor of Education/Bachelor of Arts degree at Flinders Uni. Before beginning my Education degree, I completed a Commerce (Marketing/Management) degree at the University of Adelaide... until (after a huge HECS debt!) I realised that the fi...

Member since Oct 28, 2008, follows 1 people, 1 public groups, 30 public bookmarks (38 total).

More »

Tags

Recent Tags:	Flinders(0), University(0), Myspace(0), Edflin(0), mmlearning(0), education(0), technology(0), IMDB(0), referencing(0), Facebook(0)
Top Tags:	Flinders(2), University(2), technology(1), Myspace(1), Facebook(1), IMDB(1), referencing(1), education(1), mmlearning(1), Edflin(1)

More »

Recent Bookmarks and Annotations

Document View - ProQuest on 2009-11-09
- a way to keep reminding readers, these are real people. This stuff really happened.
Narrative across media on 2009-06-14
Deborah Cartmell - Adaptations: From Text to Screen on 2009-06-14
Australian Indigenous art - Australia's Culture Portal on 2009-06-02
- Australian Indigenous art is the oldest ongoing tradition of art in the world.
  Initial forms of artistic Aboriginal expression were rock carvings, body
  painting and ground designs, which date back more than 30,000 years.
- c landscapes. Art has always been an important part of Aboriginal life, connecting past
  and present, the people and the land, and the supernatural and reality.
  
  Indigenous art ranges across a
- 2 more annotations...
- - While the 'dot' style of painting common in the Western Desert forms the most
    widely recognised school of Aboriginal painting, it is by no means the only one
  - Albert
    Namatjira is one of Australia's best-known Aboriginal artists, and the first
    Aboriginal painter to receive international recognition for his art
digital revolution govt site on 2008-11-15
How to Reference - Flinders Uni site on 2008-11-14
EU LONG REPORT on 2008-11-13
EU lifelong learning summary on 2008-11-13
- the impact of
  ICT on education and training has not yet been as great as had been expected
  despite wide political and social endorsement. In particular, the transformation
  of business and public services through ICT has not yet reached teaching and
  learning processes;
  
  embedding ICT
  in education and training systems require further changes across the
  technological, organisational, teaching and learning environments of classrooms,
  workplaces, and informal learning settings;
  
  although ICT
  has the potential to develop a “learning continuum” that would support lifelong
  learning and embrace formal, informal and workplace learning, this has not yet
  been realised.
- equipment and teacher training, which has then evolved into a wider use of
  ICT.
  National initiatives broadly address the same issues - equipping
  schools, training teachers,
  facilitating digital content production
- 1 more annotations...
- - Their common conclusion is that ICT needs to be
    seen as a key tool for modernisation and improvement of all aspects of education
    and training. It is not enough to plan for the introduction of ICT. What is
    needed is to make the most of the potential of ICT to enable better provision of
    education and training
edflin - Hooper, Rieber TEACHING WITH TECHNOLOGY on 2008-11-13
- Educational technology is often considered, erroneously, as synonymous with
  instructional innovation
- Technology, by definition, applies current knowledge for some useful purpose.
  Therefore, technology uses evolving knowledge (whether about a kitchen or a
  classroom) to adapt and improve the system to which the knowledge applies (such
  as a kitchen's microwave oven or educational computing). In contrast,
  innovations represent only change for change sake. Given this distinction, it is
  easy to argue that educators are correct to resist mere innovation, but they
  should welcome educational technology. Unfortunately, the history of educational
  technology does not support this hypothesis (Saettler, 1990
- 6 more annotations...
- - Although education has witnessed a multitude
    of both technology and innovation over the past 50 years (Reiser, 1987), the
    educational system has scarcely changed during that time. Few would argue that
    doctors and dentists of 50 years ago would be competent and capable enough to
    practice with the technology of today. Ye
  - teacher from 50 years
    ago would probably feel right at home in most of today's classrooms as most technologies and innovations
    introduced during this time have been discarded.
  - The full potential of any educational technology can only be realized when
    educators progress through all five phases,
    otherwise, the technology will likely be misused or discarded (Rieber &
    Welliver, 1989; Marcinkiewicz, in press, 1991). The traditional role of
    technology in education
  - reconsider and reconceptualize the purpose and function of the classroom.
  - The final phase, Evolution, serves as a reminder that the educational system
    must continue to evolve and adapt to remain effective. There will never be a
    final solution or conclusion and to be searching for one means that one is
    missing the point. The classroom learning environment should constantly change
    to meet the challenge and potential provided by new understandings of how people
    learn. As previously discussed, this appropriate application of basic knowledge
    for some useful purpose is what defines educational technology and living up to
    this definition is the hallmark of the Evolution phase.
  - There have been two main types of technology in education that we choose to
    label as "product technologies" and "idea technologies." Product technologies
    include: 1) hardware, or machine-oriented, technologies that people most often
    associate with educational technology, such as the range of audio-visual
    equipment, both traditional (i.e. film strips, movies, audiocassette
    players/recorders) and contemporary (i.e. videocassette players/recorders,
    laserdiscs, computers, CD-ROM) and; 2) software technologies, such as
    print-based material (i.e. books, worksheets, overhead transparencies) and
    computer software (i.e. computer-assisted instruction). In contrast, idea
    technologies do not have such tangible forms.
'teaching with technology' article - from lecture on 2008-11-13

More »

Bookmark Lists

More »

Groups

educators

1251 members, 5902 items

Educators sharing bookmarks and best practice. We have a set of standard tags to help us share things that you may use in addition to your tags. (You may subscribe to these tags via RSS feed by subject area, which makes it very useful.)