1. Utilising technology that is appropriate for students academic level.
1.1. audience is essential
2. choice of technology
2.1. influenced by teacher pedagogy
2.2. year level
2.3. teacher beliefs
2.4. academic level of students
2.5. content being taught
3. use of technology to make content more engaging
3.1. learning becomes exciting and fun
4. Effective learning
4.1. cognitive scaffolding tools
4.2. use of technology to encourage creative thinking
4.3. students use cognitive thinking devices such as online mind mapping to add to their bank of knowledge as they progress through units of work
4.3.1. good way for students, teachers and parents to see how student is tracking in relation to their development of knowledge across the course
4.4. Effective assessment tasks are those where it is not possible to 'copy paste' information
4.5. focus is on applying learning through technology tools rather than using technology to research
5. negatives
5.1. students may become easily distracted
5.2. added financial pressure on parents to ensure that their child has an electronic device available to them
5.3. detracts from students practicing handwriting skills
5.4. students responsible for using technology appropriately
6. tools
6.1. interactive whiteboard
6.2. electronic mindmap devices
6.3. mindcraft
6.4. google sketch-up
6.5. 3D printers
6.6. google forms
6.7. 'imaginarium'
6.7.1. create a virtual
7. role of technology in the classroom
7.1. enrich/ augment
7.2. supplement
7.3. transform / leverage
7.4. reinforce
8. Uses of ICT
8.1. communicate
8.1.1. allows students to share their own ideas with other students, and discover other ideas and opinions that challenge their own - encouraging them to critically think about a specific topic
8.2. create
8.2.1. encourages higher order thinking, getting students to utilise the knowledge that they have learnt and apply it to their creation
8.3. computate
8.4. curate
8.5. collaborate
8.5.1. online collaborate spaces i.e one note collaborate sections allow all students to share their knowledge and ideas
8.5.1.1. is a good way of ensuring that typically shy students have the ability to share their knowledge and information with their classmates and with the teacher
8.5.2. encourages metacognitive thoguht processes through synthesising knowledge and ideas
8.5.2.1. encourages dialectical thinking amongst students
9. teacher centred learning
9.1. direct instructions
9.2. filling students mind with content
9.3. focus on students remembering content that has been taught to them through the telling of information
10. pedagogy
10.1. is really important in the choice of ICT tools
10.2. way teacher believes student will learn best influence choice of ICT tool
10.3. teachers utilise technology based on their beliefs about the nature of education and learning
11. students choose their topic and inquire into this chosen topic of interest
11.1. allows students to pursue their interests
11.2. links to a humanistic approach to education
12. multipilistic
13. TPACK model
13.1. Content Knowledge
13.1.1. focus is on teachers knowledge of the subject that they are teaching
13.2. Technological knowledge
13.2.1. having an understand of what technologies are available to you, having an understand of your own capabilities with these technologies and deciphering which technologies would be most appropriate in terms of the lesson aims and outcomes that you have intended.
13.3. technological pedagogical knowledge
13.3.1. knowing how the digital tools available to you can enhance or transform the content, how it’s delivered to students, and how your students can interact with it.
13.4. Pedagogical knowledge
13.4.1. Having an understanding of your own pedagogical approach that works best for your class.
13.5. pedagogical technological knowledge
13.5.1. understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you want.
13.6. pedagogical content knowledge
13.6.1. understanding the best practices for teaching specific content to your specific students
13.7. technological pedagogical content knowledge
13.7.1. A theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology
13.8. representation of theoretical concepts and content through use of technology
13.8.1. using technology to provide students with the content knowledge, but to also reinforce and challenge this knowledge through getting them to use technology to respond to high order thinking scenarios
13.9. using technology to enhance learning experience
13.9.1. creates an engaging and exciting learning experience that is appealing to all academic levels
13.9.2. really appealing when teaching mainstream subjects where there is a broad variety of academic levels because it allows all students to work on the same unit of work but at different levels
14. student directed learning
14.1. promotes critical thinking
14.2. promotes metacognition
15. Teacher directed learning
15.1. students are told what to do by the teacher
16. online classrooms
16.1. all documents can be uploaded here, saves paper
16.1.1. learning place
16.1.1.1. students can access course content at any time
16.1.1.2. allows students to stay up to date if they are absent from class
16.1.1.3. can be accessed at home, therefore parents can also see what their child is being taught in class
16.1.2. one note
16.1.3. google docs
16.1.4. google classrooms
17. Self Regulated Learning
17.1. rise of technology = way of the future
18. types of learning
18.1. behaviourist cognitivist
18.1.1. knowledge exists beyond the child and could be transmitted and received
18.1.2. use of programs that have a right or wrong answer, focus on tutorial programs such as mathletics
18.1.3. pedagogical approach is centred upon direct instruction
18.1.4. teacher in charge of technology
18.2. constructivist constructionist
18.2.1. student constructs their reality from their own perceptions in which they construct from their own knowledge
18.2.2. software focuses on developing students creativity and metacognition. use of programs that mediates learning, including spreadsheets, educreation/ show me app
18.2.2.1. content free software is software that requires students to put content in there
18.2.2.2. teacher orientates technology to student
18.2.3. pedagogy focused on projects, stimulating students mind to ask and solve 'big questions', a focus on investigating
19. Epistemic beliefs
19.1. dualistic
19.2. relativistic
19.3. relativism
20. assistive technology
20.1. supports the educational environment being one that promotes inclusion
20.2. can help students with both physical and intellectual disabilities
20.2.1. assistive technologies for handwriting
20.2.1.1. specialised keyboard instead of handwriting
20.2.2. computer simulations
20.2.3. interactive systems
20.2.4. transformation hardware
20.2.5. communication devices
20.2.6. switch systems
20.2.7. VI hardware
20.2.7.1. brail devices
20.2.7.2. screen magnification and enhancement
20.3. areas of assistive technologies
20.3.1. access
20.3.2. support
20.3.3. curriculum
20.3.4. framework
21. student centred learning
21.1. pedagogical approach is increasing
21.2. links to humanistic view of education
21.3. collaboration
21.4. creation
21.5. stimulate child imagination
21.6. communication
21.7. exploration
21.8. investigation
22. software
22.1. content specific
22.1.1. underpinned by behaviourist / cognitivist pedagogical approach to education
22.1.2. games that present information to the child
22.1.3. tools that reinforce exisiting understanding and knowledge
22.1.4. correct answers are rewarded
22.1.5. incorrect answers are remediated
22.1.6. this type of software does not teach the child
22.1.7. can perpetuate misconceptions that children may have
22.1.8. reading eggs
22.1.9. mathletics
22.2. content free
22.2.1. Blank environments that require students to insert their knowledge
22.2.2. encourages creative thinking and child's imagination
22.2.3. encourages metacognitive thought processes