Educational Technologies for Both Teaching and Learning

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Educational Technologies for Both Teaching and Learning by Mind Map: Educational Technologies for Both Teaching and Learning

1. Constructivist

1.1. Children construct reality from their perceptions; construct their own knowledge

1.1.1. Involves projects, asking big questions, investigating

1.1.1.1. project based learning

1.1.1.2. content free-shoftware

1.2. Student directed learning

1.2.1. involves students to work in pairs to research topics and work on activities without directions

1.2.1.1. Collaborative learning

1.3. SOLE- Self-Organising Learning System

1.3.1. 5 computers

1.3.2. 3-4 children in a group

1.3.3. Big question

1.3.4. Freedom to inquire and present findings

1.3.5. Initial chaos but then there is a desire to learn together

1.4. Self-regulated learning

1.4.1. Time management

1.4.1.1. checklist

1.4.1.2. planners for students to see

1.4.1.3. sending calenders to parents

1.4.2. Peer learning

1.4.2.1. allowing collboartive activities

1.4.3. Critical thinking

1.4.3.1. asking the big questions

1.4.3.1.1. ones that don't necessarily have answers

1.4.4. Metacognition

1.4.4.1. having regular reflection in the classroom

1.4.4.2. students keeping journals

1.4.5. Effort management

1.4.5.1. completing tasks

1.5. Content free software

2. Behaviourist

2.1. Knowledge exists external to the children and coulld be transmitted and recieved

2.1.1. Involves direct instruction

2.2. Teacher directed learning

2.2.1. Involves students to have to look up facts

2.2.2. content specific software

3. ICT Capability

3.1. Applying social and ethical protocol and practices and Managing and operating ICT

3.1.1. Investigating with ICT

3.1.1.1. investigating questions, topics or problems using ICT

3.1.1.1.1. students are able to define and plan information searches of primary and secondary source

3.1.2. Communicating with ICT

3.1.2.1. Students use ICT to share ideas and information to collaboratively construct knowledge and solutions.

3.1.2.1.1. Develop an understanding of the context, including a sense of the form of communication, techniques used and computer-mediateed communications

3.1.3. Creating with ICT

3.1.3.1. Students use ICT to reallise creative intentions and create solutions to challenges and tasks

3.1.3.1.1. Students are able to use ICT to genrate ideas, plans and processes that clarify a task, and generate and manage digital solutions to challenges

4. TPACK

4.1. Pedagogical knowledge (PK)

4.1.1. Technological pedagogical knowledge (TPK)

4.1.1.1. Is this the best teaching tool for the chosen teaching stratagy?

4.1.2. Pedagogical content knowledge (PCK)

4.1.2.1. Teacher interprets the subject matter, seeks multiple ways of representation and adopts and tailors instruction to alternative conceptions and students prior knowledge

4.1.3. Processes, practices and methods (management/ theories/ students)

4.2. Content knowleddge

4.2.1. Technological content knowledge (TCK)

4.2.1.1. How is the subject matter better illuminated by the use of this technology? Is this the most effective tool to teach the content and skills

4.2.2. Pedagogical content knowledge (PCK)

4.2.2.1. Pedagogical techniques that use technologies in consturctive ways to teach content

4.2.2.2. How do the chosen teaching strategies allow students to meet the skill and content objectives?

4.2.3. Subject knowledge

4.3. Technological knowledge

4.3.1. Technological pedagogical knowledge (TPK)

4.3.1.1. How teaching and learning changes when technologies are used- constraints and affordances ie. the tool for the task (email)

4.3.2. Skills required to operate variouss technologies

4.3.3. Technological content knowledge (TCK)

4.3.3.1. How content can be changed by the technology. eg. new literacies

5. Epistemic Beliefs

5.1. Dualistic

5.1.1. Right or wrong knolwedge handed down by authority

5.2. Multiplistic

5.2.1. multiple views but still believe that most knowledge is certain

5.3. Relativisim

5.3.1. that knowledge is uncertain and based on the right of accumulated evidence

5.4. Relativistic

5.4.1. most knolwedge as tentative and contextual and generated by self

6. Pedagogical practices

6.1. Instructional

6.1.1. divides the learning activities into smaller units with use of positive/negative feedback for corrections

6.1.1.1. scaffolding instruction

6.2. Conjectural

6.2.1. enables students to manipulate ideas and hypotheses to develop knowledge

6.2.1.1. inquiry-based learning and teaching

6.3. Revelatory

6.3.1. Activites/knowledge in order for students to discover the concept

6.3.1.1. cooperative learning

7. Pedagogical beliefs

7.1. Supplementary

7.1.1. Teacher centred

7.1.1.1. teacher is in control of the learning

7.1.2. Same-same

7.1.3. Using mathletics to learn math skills

7.2. Enrich

7.2.1. Can be both teacher and student centred

7.2.2. Adding to it

7.2.3. Using minecraft to create the pyramids

7.3. Transform

7.3.1. Student centred

7.3.1.1. students are in control of their own learning and how they create meaning

7.3.2. Using a playstation game to make an interactive book

7.3.2.1. Analysis of character

7.3.2.2. 'book' came alive

7.3.2.3. children were able to understand the story and able to write and draw their stories as they could see the story in front of them

8. Content-free software

8.1. powerpoint

8.2. google maps

8.3. book creator

8.4. minecraft

8.5. edupuzzle

8.6. explain everything

8.7. Kahoot

8.8. iMovie

8.9. twitter

8.10. pages

8.11. word

9. Content-specific software

9.1. mathletics

9.2. reading eggs

9.3. khan academy

9.4. code.org

9.5. duolingo

9.6. skyview

9.7. ABC mouse

10. IMPACT

10.1. Inspire

10.1.1. Grab the students attention or motivate the students towards the topic. Activates prior knowledge

10.1.1.1. Youtube videos

10.1.1.2. ice breakers

10.1.1.3. open ended questions

10.2. Model

10.2.1. activity is modelled for students to be able to demonstrate and associate with the topic

10.2.1.1. explain topic

10.2.1.2. organise information

10.3. Practice

10.3.1. students practice what has been taught. Showing understanding of the topic

10.3.1.1. kahoots

10.3.1.2. teacher feedback

10.3.1.3. group activities

10.4. Apply

10.4.1. apply what has been taught, using higher order thinking and problem solving

10.4.1.1. provide evidence to support thinking

10.4.1.2. explore and label objectives

10.5. Connect

10.5.1. extedning communition and collaboaration beyond the teacher-student modality to support pathways such as; students to students; students to expert; student to community, nationally and worldwide

10.5.1.1. Connecting with experts and mentors (social media, forums,)

10.5.1.2. students engage with each other (padlet)

10.5.1.3. Learning management systems (blackboard)

10.6. Transform

10.6.1. Focusses on creating a representation of new knowledge, and/or students reflecting on what they know. Transform tends to be a strategy used at the end of a unit of work where students are given a task in which they build their knowledge by creating something

10.6.1.1. deep knowledge and engagement

10.6.1.2. Making a Youtube video

10.6.1.3. students have a real purpose and agency

11. Blooms Taxonomy

11.1. Creating

11.1.1. Creating is about putting all the elements together to form a coherent or functioning whole: structure through generating, planning or producing

11.1.1.1. Filming, animating, videocasting, podcasting, mixing and remixing

11.1.1.2. directing and producing

11.1.1.3. publishing; video blogging; blogging; mash-ups

11.1.1.4. programming

11.1.1.5. constructing, designing, planning, inventing

11.2. Evaluating

11.2.1. Making judgements besd on standards and criteria through critiquing and checking

11.2.1.1. blog/vlog commencing and reflecting

11.2.1.2. posting

11.2.1.3. moderating

11.2.1.4. collaborating and networking

11.2.1.5. testing of applications

11.2.1.6. validating

11.2.1.7. hypothesising, experimenting, reviewing

11.3. Analysing

11.3.1. Breaking concept into parts to determine how the parts realte to one another or an overall structure or purpose. Mental actions include organising, attributing, differentiating as well as being able to distinguish between topics

11.3.1.1. Mashing

11.3.1.2. linking

11.3.1.3. reverse-engineering

11.3.1.4. cracking

11.3.1.5. Comparing, organising, deconstructing, mind mapping

11.4. Applying

11.4.1. Using a procedure through executing or implementing. Applying and relating to situations where learned materials were used through models, presentations, interviews and simulations.

11.4.1.1. running and operating

11.4.1.2. playing

11.4.1.3. uploading and sharing

11.4.1.4. editing

11.4.1.5. executing

11.4.1.6. exhibiting

11.5. Understanding

11.5.1. Constructing meaning from topic

11.5.1.1. Advanced searching, googling with refined searches

11.5.1.2. blog journalling

11.5.1.3. categorising and tagging

11.5.1.4. commenting and annotating

11.5.1.5. subscribing

11.5.1.6. interpreting, summarising, inferring, paraphrasing, classifying, explaining, exemplifying

11.6. Remembering

11.6.1. retrieving, recalling or recognising knowledge from memory. It is when memory is used to produce definitions, facts, recite or retrieve information

11.6.1.1. bullet pointing

11.6.1.2. highlighting

11.6.1.3. bookmarking

11.6.1.4. social networking

11.6.1.5. searching or 'googling'

11.6.1.6. recognising, listing, describing, identifying