Task Log of Learning Activities

Part A:

Print screen

This Scoop.it task provides students with the best learning experience, because it covers Technological Pedagogical Content Knowledge (TPACK).

In this task:

  • Content: covered in two Scoop.it pages.
  • Pedagogy: insight provided on each scoop, including questions designed to create discussion.
  • Technology: website, in depth research online.

TPACK-new

Scoop.it pages:

http://www.scoop.it/t/physical-education-by-joshua-yarrow

http://www.scoop.it/t/musi-by-joshua-yarrow

Reference:

Koehler, M. (2006) What is TPACK? Retrieved from http://www.tpack.org

Part B:

Ad campaign against alcohol fuelled violence

An effective thirty second video is enough to draw the attention of the viewer, making it useful in a classroom environment.

A video like this focuses on the “Communicating with ICT” element, which according to the Australian curriculum involves “using ICT to communicate and share ideas and information to collaboratively construct knowledge and digital solutions”.

ICT elements

 

Reference:

Australian Curriculum Assessment and Reporting Authority, 2014, Communicating With ICT, http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/organising-elements/communicating-with-ict

Part C:

Pinterest

Pinterest

Pinterest is a site which enables educators to share ideas, strategies and resources for the classroom. Teachers will also comply with Australian Teaching Standard 6, which states that teachers should “Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.” Teachers will share various learning styles and activities, therefore focussing on ‘Technological Pedagogical Content Knowledge” from the TPACK model. According to Julie DeNeed, Pinterest is “a powerful way to reach people you are not connected to yet” and an “education hub”.

My Pinterest Boards:

Technology in Music Classrooms

Flipped Classroom

References:

Koehler, M. (2006) What is TPACK? Retrieved from http://www.tpack.org

Australian Institue for Teaching and School Leadership, (2014), Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

DeNeed, J. (2013) Pinterest for Education: From Beginner to Advanced User. Retrieved from: http://www.opencolleges.edu.au/informed/teacher-resources/pinterest-education/#ixzz31vdTVqkB

Part D:

Digital Story

Virtual Story ICT 2014

Mind Map:

 Virtual Story Mind Map

The concept of a digital story complies with the general capabilities of the Australian curriculum, which “involves students using skills and strategies to access and interpret spoken, written, visual and multimodal texts.” This genre of multimodal text provides an enjoyable and engaging way for students to learn about almost any topic.

Reference:

Australian Curriculum Assessment and Reporting Authority (2013), General Capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview

 

Creative Summary of Learning:

Animoto video

References:

Australian Curriculum Assessment and Reporting Authority, 2011, Information Communication Technology (ICT) capability,  http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/background

David, J, 2008, What Research Says about…/Project-Based learning. http://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx

Department of Education, 2014, Literacy and Numeracy Focus,  http://det.wa.edu.au/ipadsforeducation/detcms/navigation/literacy-and-numeracy-focus/?page=all

Hennessy, M, 2009, New Study on the Flipped Classroom by Concordia’s Dr. Jeremy Renner Shows Mixed Results, http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

Koehler, M and Mishra, P, 2009, What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education Journal, http://www.citejournal.org/vol9/iss1/general/article1.cfm

Netherton D and Deal, W, 2006, Assisstive Technology in the Classroom, Resources in Technology, http://mhess1.pbworks.com/f/Assistive+Technology+in+the+Classroom+by+Netherton.pdf

Talbert, R, 2014,  Flipped learning skepticism: do students want to have lectures?   http://chronicle.com/blognetwork/castingoutnines/2014/05/05/flipped-learning-skepticism-do-students-want-to-have-lectures/?cid=wc&utm_source=wc&utm_medium=en

University of Queensland,  2012, About Flipped Classrooms, http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html

West, M, 2013, Mobile Education: Transforming Education, Engaging Students and Improving Outcomes, http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west

Yusuf, M, 2005, Information and communication technology and education: Analysing the Nigerian national policy for information technology, International Education Journal, http://files.eric.ed.gov/fulltext/EJ854985.pdf

 

 

 

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