Technology

1299EDN Technology Mind Map

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Technology by Mind Map: Technology

1. TPACK Framework

1.1. Implementing Educational Technology into the classroom

1.2. Content knowledge (CK)

1.2.1. Teacher's own knowledge of the subject

1.2.2. Concepts, theories, evidence and organisational frameworks

1.2.3. Differs according to discipline and grade level

1.3. Pedagogical knowledge (PK)

1.3.1. Teacher's knowledge of the practices, processes and methods regarding teaching and learning

1.3.2. Purposes, values and aims of education

1.3.3. Understanding of student learning styles, classroom management skills, lesson planning and assessment

1.4. Technological knowledge (TK)

1.4.1. Teacher's knowledge of /ability to use technology

1.4.2. Concerns understanding educational technology- considering its possibilities for a specific subject area or classroom, learning to recognise when it will assist or impede learning, and continually learning and adapting to new technology.

1.5. Pedagogical Content Knowledge (PCK)

1.5.1. Teachers’ knowledge regarding foundational areas of teaching and learning, including: curriculum development, student assessment and reporting results.

1.5.2. Focuses on promoting learning and on tracing the links among pedagogy and its supportive practices

1.6. Technological content knowledge (TCK)

1.6.1. Teachers’ understanding of how technology and content can both influence and push against each other.

1.6.2. Involves understanding how the subject matter can be communicated via different educational technology offerings.

1.7. Technological pedagogical knowledge (TPK)

1.7.1. Teachers’ understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints.

1.7.2. Understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson.

2. Educational Technology

2.1. Provides unique opportunity in teaching and learning.

2.2. Can be used in tandem with student's existing knowledge helping them either strengthen prior epistemologies or develop new ones.

2.3. Promotes ICT in learning

2.4. Teacher-centred.

2.4.1. Teacher strictly teaches content, students listen.

2.4.2. Independent work is highly favoured and collaboration is ver much discouraged.

2.4.3. Pros.

2.4.3.1. The classroom remains orderly.

2.4.3.2. Students become independent learners.

2.4.3.3. Instruction is very direct, therefore nothing important is missed.

2.4.4. Cons.

2.4.4.1. Lack of communication and collaboration skills being expanded upon.

2.4.4.2. Often very boring which may cause lack of concentration.

2.4.4.3. Doesn't value or express individuality/

2.4.5. Teachers teaching through technology.

2.4.5.1. Teacher-centred EdTech involves things such as: Computers, projectors, iPads etc. to get their point/lesson across with ease.

2.4.5.2. Developing skills and knowledge of newer technology to adapt to future changes.

2.5. Student-centred.

2.5.1. Students and the teacher have a shared focus with equal interaction.

2.5.2. Pros,

2.5.2.1. Students learn important communicative and collaborative skills through group work.

2.5.2.2. Learn to direct their own learning, ask questions, and complete tasks independently.

2.5.2.3. More interested in learning activities when they can interact with one another and participate actively.

2.5.3. Cons.

2.5.3.1. Classrooms may often be noisy or chaotic.

2.5.3.2. Teachers may have to attempt to manage all students’ activities at once,

2.5.3.3. Some students may miss important information.

2.5.3.4. Some may prefer to work alone, so group work can become problematic.

2.5.4. Students learning through technology.

2.5.4.1. Assistive and adaptive

2.5.4.2. Caters to both physical and learning disabilities.

2.5.4.3. Prepares students for a rapidly evolving world by developing their skillset and knowledge of technology.

2.5.4.4. Student-centred EdTech often involves alot of games and fun activities such as coding apps and quizzes, that are increasingly helpful within their education.

3. IMPACT Framework

3.1. builds foundational knowledge and skills and challenge students to inquire, think critically, be creative, problem solve and work collaboratively.

3.2. Ensures that learning activities are accessible and meaningful to students, educators and parents.

3.3. Transferrable.

3.4. Promotes technology-enabled learning and self-regulatory learning (growth mindset).

3.4.1. Technology-enabled learning

3.4.1.1. Allows content that is consistent with the new format of digital learning.

3.4.1.2. the use of smartphones and mobile devices for consumption of learning.

3.4.1.3. Accessed with ease.

3.4.1.4. Gamification.

3.4.1.5. Increasing collaboration with social learning.

3.4.2. Self-regulatory learning

3.4.2.1. Teaching

3.4.2.1.1. Planning

3.4.2.1.2. Performance

3.4.2.1.3. Reflection

3.4.2.2. Student

3.4.2.2.1. Active, independent learners.

3.4.2.2.2. Develops strategies for negotiating distractions and input from others in the classroom, the classroom environment, and planned, successful learning.

3.5. Inspire

3.5.1. Initial introduction to the topic, grab the students attention.

3.6. Model

3.6.1. Explicitly defining the topic.

3.6.2. Research, graphic organisers etc.

3.7. Practise

3.7.1. Engaging the students.

3.7.2. Repetitive practise to stimulate memory and reflect on the topic being learnt.

3.8. Apply

3.8.1. Applying knowledge of the topic to a situation.

3.8.2. Develop problem solving and high-order thinking.

3.9. Connect

3.9.1. Connect the students with outside sources.

3.9.2. Collaborative learning, social connections, experts etc.

3.10. Transform

3.10.1. Create and design.

4. Effective integration of ICT in learning

5. Assistive Technology

5.1. A general term referring to any type of device that assists someone/thing to perform a certain task or function.

5.2. Forms of Assistive Technology.

5.2.1. Calculators

5.2.1.1. Help solve math problems

5.2.1.2. Provide fast solutions

5.2.2. Timer

5.2.2.1. Stopwatch, hourglass, wristwatch

5.2.2.2. A visual aid to track time

5.2.3. Writing tools

5.2.3.1. Used to jot down ideas

5.2.3.2. Pens, pencils, highlighters etc.

5.2.4. Car

5.2.4.1. Enables us to travel places

5.2.4.2. Convenient

6. Cyberbullying

6.1. Assessment item 2

6.1.1. "Responding to Dolly"

6.1.1.1. Amy Dolly Everett fell victim to cyberbullying, taking her own life.

6.1.1.2. The Dolly campaign launched following directly after the tragic loss, aiming to prevent cyberbullying from continuing its effect.

6.1.2. Constructing a unit plan in response to cyberbullying.

6.1.2.1. Investigate

6.1.2.1.1. ICT tool: Kahoot

6.1.2.1.2. Reflecting on videos and using prior knowledge to complete.

6.1.2.2. Communicate

6.1.2.2.1. ICT tool: Blog

6.1.2.2.2. Writing poems associated with cyberbullying and posting them on the blog, positive comments were to be written below the poems to break the negative stereotypes of social media.

6.1.2.3. Create

6.1.2.3.1. ICT tool: iMovie

6.1.2.3.2. Creating a 30sec advertisement representing an anti-cyberbullying campaign, using key words and knowledge learnt over the unit.

6.2. A form of bullying or harassment that takes place online.

6.2.1. Over 80% of children own a phone and have multiple social media accounts.

6.2.1.1. Facebook

6.2.1.2. Snapchat

6.2.1.3. Instagram

6.2.1.4. Twitter

6.2.2. 42% of LGBTIQ+ youth have experienced cyberbullying.

7. Adaptive Technology

7.1. A form of assistive technology that is adapted for the use of individuals that are disabled.

7.2. Forms of Adaptive Technology

7.2.1. Mobility devices

7.2.1.1. Assist people to walk or travel short/far distances, that require consistent movement over longer periods of time.

7.2.1.2. Walking stick, walking frame, mobility scooter, crutches etc.

7.2.2. Prosthetics

7.2.2.1. Replace, support or correct a body part/section to increase their chances of movement and a better lifestyle.

7.2.2.2. Artificial arms, legs, feet, spinal braces etc.

7.2.3. Hearing devices

7.2.3.1. Helps those that suffer with hearing loss to form sound and improve their ability to hear.

7.2.3.2. Hearing aids, telecommunication devices, amplified telephones, headphones etc.

7.2.4. Communication devices

7.2.4.1. Help develop or compensate for speech.

7.2.4.2. Audio players/recorders, specialised programs, ebooks, text-to-speech etc.