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And so it begins!


so I have started to plan chapters from my initial proposal and chapter plan. I am using a simple table system to get key points down and the hoping to write some words towards the end of the week . This also is the start of a reflective log so here goes:
reflection one:
what is the coalition gov doing? I have just spent some hours trying to find any reference to ICT in education and I have had some difficulty!
see Merlin Johns blog for more info
http://www.agent4change.net/policy/ict-provision/599-the-long-wait-the-tories-on-ict-and-learning.html
aggh!

Talking about the issues with teacher CPD especially with regards to ITE


A set of questions emerged:

  • How do we engage student teachers in the professional aspects of CPD?
  • How do we help them focus on their understanding of what being a professional teacher is?
  • What types of development models work?
  • What are the factors effecting motivation and CPD after PGCE pass into the first and second years of teaching?

No answers just thoughts J

Collaborative Web Portals


Just looking at a new website developed for PGCE ICT collaboration by Rob Harrison. Well done Rob early days but this website is exactly the kind of thing that helps micro group CPD during ITE and after ITE into the first years and beyond.

The problem typically with these types of sites (IMHO as I have tried to run several) is sustainability.

There is a growing number of great communities out there my Twitter friends are probably the best!

Take a look at http://www.oko1.eu/

 

Well trying out Word 2007 blogging


Yes it works

The Educational Technology Site: ICT in Education: –> Computers in Classrooms 3 April 2009


It’s been found recently , by Ofsted, that teachers tend to teach ICT up to the limit of their own knowledge, and that this effectively holds children back. In my experience, where ICT is taught by non-specialists, this kind of “dumbing down” goes on as a matter of course. It’s not deliberate: teachers don’t know what they don’t know. It’s therefore not a criticism as such. If I taught English, it would almost certainly be superficial, because I’m not an English specialist, even though I’ve been speaking the language for over half a century. Why should we assume that if we send someone on an interactive whiteboard training course and give them a laptop for producing their worksheets, and they book their vacations online, that they’re qualified to teach ICT?

The Educational Technology Site: ICT in Education: –> Computers in Classrooms 3 April 2009

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Learn 4 Life


It is interesting to observe so many similar patterns beginning to emerge in different contexts in various spheres around Social Networking this year. From my focus, Education, E-Learning and EdTech, there is the growing TeachMeet phenomenon; smaller cadres of smart educators like the teachers at the EdtechRoundup weekly Flash Meetings on a Sunday night; larger and more aggregated events like Amplified (facilitated and recognised by NESTA) and, indeed, direct action like the recent writetoreply site rezzed up in a couple of days by people responding to a need within the community to easily feed back and comment on Digital Britain and other forthcoming interim government reports.All this activity does seem to be pointing the same way like iron filings around invisible social magnetic fields and there are opportunities to effect systemic change from the ground up in a distributed way – in part. But each group seems to share some of the same frustrations, cul de sacs and challenges that involve such emergent change.

Learn 4 Life

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Fullen


The question of implementation is simply whether or not a given idea, practice or program 

gets “put in place”.  In focusing on teaching and learning, for example, I have suggested 

that implementation consists of (1) using new materials, (2) engaging in new behaviors 

and practices and, (3) incorporating new beliefs (Fullan, 2001 a).  The logic is 

straightforward – no matter how promising a new idea may be, it cannot impact student 

learning if it is superficially implemented. 


Implementing change at the Building Level 2001

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