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  • 30 Mar 10

    when students work with computertechnologies, instead of being controlled by them, they enhance the capabilities of thecomputer, and the computer enhances their thinking and learning. The result of anintellectual partnership with the computer is that the whole of learning becomes greaterthan the sum of its parts.

    • Networked learning and connectivism

       

       

       

      Networked learning is a subset of connectivism, which consists of eight attributes: 

       

      Principle 1: Learning and knowledge rests in diversity of opinions.

       


      Principle 2: Learning is a process of connecting specialized nodes or information sources.

       


      Principle 3: Learning may reside in non-human appliances.

       


      Principle 4: Capacity to know more is more critical than what is currently known

       


      Principle 5: Nurturing and maintaining connections is needed to facilitate continual learning.

       


      Principle 6: Ability to see connections between fields, ideas, and concepts is a core skill.

       


      Principle 7: Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

       


      Principle 8: Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

  • 27 Mar 10

    Australian centre for Innovation article on the knowledge economy

    • The creation and diffusion of knowledge are increasingly important factors in economic competitiveness.
    • n knowledge as a commodity itself, manifested in forms such as intellectual property rights or in the tacit knowledge of highly mobile key employees.
    • Creating networks, practices and incentives to facilitate person to perosn knowledge transfer where the focus is on the unique solution.
  • 27 Mar 10

    Defining the difference between integrating technologies into the classroom and using ICT's to transform education.

    • and saw ICT as a ‘driver’ for transformative change in school education.
    • Phase 3, where the curriculum clearly includes topics of study that would not exist without information and communication technologies and schooling for most students no longer fits the traditional group-instruction model.
    • It demonstrates the importance for teacher professional development to include training in virtual teaching and the evaluation of digital materials. In particular, there is a need to examine the alignment between conventional learning outcomes, policy and practice when ICT is much more available to students outside school than within.
    • Gage (1985) defines pedagogy as the science of the art of teaching. In describing what a teacher does as an art, Gage (1978) uses terms such as intuition, creativity, improvisation and expressiveness (p. 15). Teachers are similar to artists because they are not bound by strictly laid down rules or processes, and are renowned for their capacity to grab ideas and make it up as they go along (Lankshear, Snyder, & Green, 2000). This is what Schmidt (2000) calls adjusting your repertoire in the midst of action.
      • Approaches to teaching associated with constructivist-compatible theories of learning are based on the following premises.

        1. Content is based on childrens interests, prior experiences, and current understandings (Ravitz et al., 2000, p. 4).

        2. Knowledge is built through class and group discussions.

        3. Students need to find answers to their own questions and problems.

        4. Students construct concepts for themselves.

        5. Learning focuses on sense making and guided inquiry.

        6. Tasks are authentic and integrated.

        7. Students are involved in diverse classroom projects (Becker, 1998, p.17).

        Teaching practices associated with a constructivist philosophy include:

        1. designing activities around teacher and student interests rather than in response to an externally mandated curriculum.

        2. having students engage in collaborative group projects in which skills are taught and practised in authentic contexts rather than in a sequence of textbook exercises.

        3. focusing instruction on students understanding of complex ideas rather than on definitions and facts.

        4. teaching students to self-consciously assess their own understanding, in contrast to multi-choice testing.

        5. modelling learning, rather than presenting oneself as fully knowledgeable (Becker & Riel, 1999, p. 11).

    • Finger et al. (2007) list a number of these groups of theories of how students learn as: behaviourism; cognitivism; instructivism; constructivism; social constructivism; constructionism; and connectivism.

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  • 16 Mar 10

    outdated article tries to categories the different types of information on the web

    • Australian Bureau of Statistics (2008) reports that household ownership of computers has increased from 29% in 1998 to 73% in 200607. During the same period household access to the Internet increased from 16% to 64%
    • the Queensland government is spending $70 million over three years for its teacher laptop program and the 13 400 laptops that had been disbursed at the time of writing only represent a little more than a quarter of the states teachers (Education Views, 2008).
    • Word processing and basic-skills practice are the most frequent uses of computers in instruction, whereas the use of applications that engage analytical thinking and problem solving through simulations and other media is relatively infrequent (Lawless & Pellegrino, 2007, p. 580).

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