4001EPS ICT and Pedagogy Lecture 4 Dr Jason Zagami Griffith University
Professional ValuesIdentify and participate in Professional Development to effectively implement planning where ICT is integratedSelect ICT resources appropriate for learning in a range of contexts and for a diversity of learnersOperate safely, legally, ethically and in accordance with policy when using digital resources, technologies and online environments Model these practices with students
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learningand is most effective when used in the context of learning and not as an end in itself
Digital Literacybasic literacy: language proficiency (in English) and numeracy atlevels necessary to function on the job and in society to achieveone’s goals, and develop one’s knowledge and potential in thisdigital age
Digital Literacyscientific literacy: knowledge and understanding of the scientificconcepts and processes required for personal decision-making,participation in civic and cultural affairs, and economicproductivity
Digital Literacyeconomic literacy: the ability to identify economic problems,alternatives, costs, and benefits; analyse the incentives at work ineconomic situations; examine the consequences of changes ineconomic conditions and public policies; collect and organiseeconomic evidence; and weigh costs against benefits
Digital Literacytechnological literacy: knowledge about what technology is, how itworks, what purposes it can serve, and how it can be usedefficiently and effectively to achieve specific goals
Digital Literacyvisual literacy: the ability to interpret, use, appreciate, and createimages and video, using both conventional and 21st century mediain ways that advance thinking, decision-making, communicationand learning
Digital Literacyinformation literacy: the ability to evaluate information across arange of media; recognise when information is needed; locate,synthesise, and use information effectively; and accomplish thesefunctions using technology, communication networks, andelectronic resources
Digital Literacymulticultural literacy: the ability to understand and appreciate thesimilarities and differences in the customs, values, and beliefs ofones own culture and the cultures of others
Digital Literacyglobal awareness: the recognition and understanding ofinterrelationships among international organisations, nation-states, public and private economic entities, socio-cultural groups,and individuals across the globe
Digital Pedagogy is a new way of working and learningwith ICT to facilitate quality learning experiences for21st Century learners. Digital pedagogy moves the focusfrom ICT tools and skills to a way of working in a digitalworld. Digital pedagogy is more than ICT skills, it is morethan pedagogical practices and more than a knowledgeand understanding of curriculum. It is the convergenceof all of these elements.
Digital Pedagogy used effectively supports, enhances,enables and transforms teaching and learning toprovide rich, diverse and flexible learning opportunitiesfor students. It provides the basis for engaging studentsin actively constructing and applying rich learning inpurposeful and meaningful ways.
Digital Pedagogy enhances opportunities for authentic,contextualised assessment that supports learning in adigital context. Effective digital pedagogy is based on theneeds of individual students and incorporates contemporaryteaching and learning strategies. It features personalisedapproaches, intellectual engagement, rigorous learning,connectedness to global contexts, supportive andcollaborative classroom environments and connectedcurriculum, assessment and reporting to improve outcomesfor students.
Professional PracticeWhen planning, you incorporate the use of ICT in achieving curriculum goals
Professional PracticeProvide opportunities for students to use ICT as part of their learning
digital cameras software packages web cameras mobile phones data loggersMP3 players/recorders scanners email game boxes wireless devices wikis and blogs Internet online games Blackboard sites digital microscopes CDs and DVDs
Professional PracticeProvide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional PracticeManage the access to and use of ICT resources in meeting student learning needs
Professional PracticeUse a range of ICT resources and devices for professional purposes
Professional PracticeUse ICT to locate, create and record information and resources
Professional Practice Store, organise and retrieve digital resources
Professional PracticeUse ICT to access and manage information about student learning
augmented reality n. the use oftechnology which allows theperception of the physical world to beenhanced or modified by computer-generated stimuli perceived with theaid of special equipment;reality as perceived in this way.
One Year or Less: Mobile ComputingOne Year or Less: Open ContentTwo to Three Years: Electronic BooksTwo to Three Years: Simple Augmented RealityFour to Five Years: Gesture-Based ComputingFour to Five Years: Visual Data Analysis
Sutherland’s 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real, feels real
AR is the closest to the real environment because it consistsmostly of real world images, with a minority of the imagesbeing computer-generated. Augmented virtuality is a term forapplications that create a mostly virtual world, but whichincludes a few images from the real world. (Milgram, 1994)