Learning Technologies in Geography Martin Plüss Tara Anglican School for Girls m.pluss@staff.tara.nsw.edu.au  [email_addre...
Accomplished Classroom Teachers <ul><li>Have a broad, deep and critically aware knowledge, understanding and enthusiasm fo...
<ul><li>Are creative and discerning in their use of educational technologies in assisting their teaching and students’ lea...
 
 
National Setting <ul><li>School Innovation: Pathway to the Knowledge Society </li></ul><ul><ul><ul><li>Regulatory context ...
State Setting <ul><li>Queensland </li></ul><ul><ul><li>minimum standards for teachers </li></ul></ul><ul><ul><li>minimum s...
State Setting <ul><li>Victoria </li></ul><ul><li>Teachers Capabilities Skill Development Matrix has been developed.  </li>...
 
State Setting <ul><li>NSW </li></ul><ul><ul><li>Computing Skills Assessment at Year 10: Mapping of I.C.T in Mandatory Stag...
 
State Setting <ul><li>WA Survey Results </li></ul><ul><ul><li>Teaching method generally used </li></ul></ul><ul><ul><li>Ac...
 
 
 
 
 
 
Virtual Geography Classrooms
 
Virtual Geography Classrooms <ul><li>Independent </li></ul><ul><ul><li>learning is unscheduled </li></ul></ul><ul><ul><li>...
Virtual Geography Classrooms <ul><li>Structured Independent Learning (SIL) </li></ul><ul><ul><li>the philosophy </li></ul>...
Philosophy of SIL <ul><li>it is a personal journey </li></ul><ul><li>it has evolved over time </li></ul><ul><li>it does no...
Ten Principles of Learning Technology <ul><li>effective planning </li></ul><ul><li>robust infrastructure </li></ul><ul><li...
 
Use Traditional Research Skills <ul><li>Questioning </li></ul><ul><li>Planning </li></ul><ul><li>Gathering </li></ul><ul><...
 
Classroom Practice <ul><li>Develop your own skills </li></ul><ul><li>Develop your students’ skills </li></ul><ul><li>Use t...
Develop your own skills <ul><li>Common Issues </li></ul><ul><ul><li>I don’t have time </li></ul></ul><ul><ul><li>The inter...
Developing Student Skills <ul><li>timing of lessons </li></ul><ul><li>access to computers </li></ul><ul><li>be aware of eq...
Use the Geography Syllabus <ul><li>Perspectives </li></ul><ul><ul><ul><li>Indigenous peoples </li></ul></ul></ul><ul><ul><...
 
Use the Geography Syllabus <ul><li>Civics and Citizenship </li></ul><ul><ul><li>Australian Identity </li></ul></ul><ul><ul...
Use the Geography Syllabus <ul><li>Focus Areas </li></ul><ul><ul><li>5A1 Australia’s Identity </li></ul></ul><ul><ul><li>5...
Use the Geography Syllabus <ul><li>Values and Attitudes </li></ul><ul><ul><li>Ecological sustainability </li></ul></ul><ul...
Use the School Network <ul><li>Go it alone </li></ul><ul><ul><li>Type your own notes </li></ul></ul><ul><ul><li>Make your ...
Intranet <ul><li>How it can happen:- sequencing </li></ul><ul><ul><li>Stage 1:- Personal Home Page </li></ul></ul><ul><ul>...
 
 
Classroom Resources  Structured Independent Learning
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Upcoming SlideShare
Loading in …5
×

Structured Internet Learning for Geography 2002

1,250 views
1,185 views

Published on

Aspects of this presentation are not relevant for the current NSW Geography Syllabus

Published in: Technology, Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,250
On SlideShare
0
From Embeds
0
Number of Embeds
33
Actions
Shares
0
Downloads
38
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Structured Internet Learning for Geography 2002

  1. 1. Learning Technologies in Geography Martin Plüss Tara Anglican School for Girls m.pluss@staff.tara.nsw.edu.au [email_address]
  2. 2. Accomplished Classroom Teachers <ul><li>Have a broad, deep and critically aware knowledge, understanding and enthusiasm for their subject </li></ul><ul><li>demonstrate excellence in the practical craft of teaching and in managing the classroom learning environment </li></ul><ul><li>enjoy teaching students and have expectations of their achievement </li></ul><ul><li>monitor student’s growth in their learning and provide them with regular accurate feedback </li></ul><ul><li>are able to emphasise with students </li></ul><ul><li>treat all students honestly, justly and equitably in a way that respects and acknowledges the diversity of their background and experiences </li></ul><ul><li>have an appropriate sense of humour </li></ul>
  3. 3. <ul><li>Are creative and discerning in their use of educational technologies in assisting their teaching and students’ learning </li></ul><ul><li>exercises high levels of communication and interpersonal skills </li></ul><ul><li>are reflective on their own teaching practice </li></ul><ul><li>are committed to their own professional growth and development </li></ul><ul><li>exercise educational leadership working collaboratively with their colleagues across all the areas of school life </li></ul>
  4. 6. National Setting <ul><li>School Innovation: Pathway to the Knowledge Society </li></ul><ul><ul><ul><li>Regulatory context </li></ul></ul></ul><ul><ul><ul><ul><li>There is more transparency in the systems of regulation surrounding education. </li></ul></ul></ul></ul><ul><ul><ul><li>Educational research context </li></ul></ul></ul><ul><ul><ul><ul><li>Schools make a difference </li></ul></ul></ul></ul><ul><ul><ul><ul><li>School improvement and development </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Effective learning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Effective teaching practice </li></ul></ul></ul></ul><ul><li>School Innovation: Pathway to the Knowledge Society by Professor Peter Cuttance DETYA 2001. This is a report on an innovation and best practice project. </li></ul>
  5. 7. State Setting <ul><li>Queensland </li></ul><ul><ul><li>minimum standards for teachers </li></ul></ul><ul><ul><li>minimum standards for curriculum application including classroom planning and management </li></ul></ul><ul><ul><li>minimum standards for school planning </li></ul></ul><ul><ul><li>minimum standards for student centred learning </li></ul></ul><ul><ul><li>http:// www .education.qld. gov .au/ tal /2001/ mst _ des . htm </li></ul></ul>
  6. 8. State Setting <ul><li>Victoria </li></ul><ul><li>Teachers Capabilities Skill Development Matrix has been developed. </li></ul><ul><ul><ul><li>Area 1 Using and managing technology </li></ul></ul></ul><ul><ul><ul><li>Area 2 Using basic computer applications </li></ul></ul></ul><ul><ul><ul><li>Area 3 Using desktop publishing and presentation software </li></ul></ul></ul><ul><ul><ul><li>Area 4 Using multimedia </li></ul></ul></ul><ul><ul><ul><li>Area 5 Using communication technologies </li></ul></ul></ul><ul><ul><ul><li>Area 6 Using learning technologies in the key learing areas </li></ul></ul></ul><ul><li>For each area there are three main stages. </li></ul><ul><li>http:// www . sofweb .vic. edu .au/pd/ tchcap / sklldevm . htm </li></ul>
  7. 10. State Setting <ul><li>NSW </li></ul><ul><ul><li>Computing Skills Assessment at Year 10: Mapping of I.C.T in Mandatory Stage 4 and 5 </li></ul></ul><ul><ul><li>Syllabuses, June 2001. </li></ul></ul><ul><ul><li>Computing Skills Assessment at Year 10: Draft Competencies – Core and Extension, June 2001 </li></ul></ul><ul><ul><li>Computing Skills Assessment at Year 10: Draft Record of Competencies Grid – Core and Extension, June 2001. </li></ul></ul><ul><ul><li>Later Drafts </li></ul></ul><ul><ul><li>2001 Trial Test </li></ul></ul>
  8. 12. State Setting <ul><li>WA Survey Results </li></ul><ul><ul><li>Teaching method generally used </li></ul></ul><ul><ul><li>Access to learning technology in the school </li></ul></ul><ul><ul><li>Extent of professional development in learning technologies </li></ul></ul><ul><ul><li>Learning technology skills </li></ul></ul><ul><ul><li>Extent of use of learning technology programs </li></ul></ul><ul><ul><li>Extent that you are a learning technology change agent </li></ul></ul>
  9. 19. Virtual Geography Classrooms
  10. 21. Virtual Geography Classrooms <ul><li>Independent </li></ul><ul><ul><li>learning is unscheduled </li></ul></ul><ul><ul><li>students access and interact with material when every they wish </li></ul></ul><ul><li>Collaborative </li></ul><ul><ul><li>There are scheduled online meetings with other schools and teachers </li></ul></ul><ul><ul><li>reduced flexibility </li></ul></ul><ul><li>Broadcast </li></ul><ul><ul><li>Students access lectures/broadcasts on the WWW </li></ul></ul><ul><ul><li>Opportunity for interaction is limited </li></ul></ul><ul><li>“ Is virtual teaching a virtual reality” http://www.fno.org/mar01/virtualschool.html </li></ul>
  11. 22. Virtual Geography Classrooms <ul><li>Structured Independent Learning (SIL) </li></ul><ul><ul><li>the philosophy </li></ul></ul><ul><ul><li>ten principles of learning technology </li></ul></ul><ul><ul><li>use of traditional research skills </li></ul></ul><ul><ul><li>classroom practice </li></ul></ul>
  12. 23. Philosophy of SIL <ul><li>it is a personal journey </li></ul><ul><li>it has evolved over time </li></ul><ul><li>it does not suit every teacher </li></ul><ul><li>it does not suit every student </li></ul><ul><li>it needs to be used in a balanced way </li></ul><ul><ul><ul><li>student </li></ul></ul></ul><ul><ul><ul><li>parents </li></ul></ul></ul><ul><ul><ul><li>teacher comfort </li></ul></ul></ul><ul><ul><ul><li>school philosophy and support </li></ul></ul></ul>
  13. 24. Ten Principles of Learning Technology <ul><li>effective planning </li></ul><ul><li>robust infrastructure </li></ul><ul><li>effective use of internet </li></ul><ul><li>school intranet </li></ul><ul><li>library integration </li></ul><ul><li>developing pedagogy </li></ul><ul><li>school cultural change </li></ul><ul><li>collegiate culture </li></ul><ul><li>evaluation </li></ul><ul><li>E-Links school and home </li></ul><ul><li>http://curriculum.mn.catholic.edu.au/learntech/index.html </li></ul>
  14. 26. Use Traditional Research Skills <ul><li>Questioning </li></ul><ul><li>Planning </li></ul><ul><li>Gathering </li></ul><ul><li>Sorting and Sifting </li></ul><ul><li>Synthesising </li></ul><ul><li>Evaluating </li></ul><ul><li>Reporting </li></ul><ul><ul><ul><ul><ul><li>“ Weave the Web” http://www.fno.org/ascd.html </li></ul></ul></ul></ul></ul>
  15. 28. Classroom Practice <ul><li>Develop your own skills </li></ul><ul><li>Develop your students’ skills </li></ul><ul><li>Use the Geography Syllabus </li></ul><ul><li>Use the school network </li></ul><ul><li>Consider developing and using an intranet </li></ul>
  16. 29. Develop your own skills <ul><li>Common Issues </li></ul><ul><ul><li>I don’t have time </li></ul></ul><ul><ul><li>The internet is to slow </li></ul></ul><ul><ul><li>Access to library </li></ul></ul><ul><ul><li>I.T confidence in class </li></ul></ul><ul><ul><li>Little professional development </li></ul></ul><ul><ul><li>Learning preferences </li></ul></ul><ul><ul><li>Limited I.T. Resources </li></ul></ul><ul><li>Encouraging tips </li></ul><ul><ul><li>Sleep less </li></ul></ul><ul><ul><li>Have other tasks to do </li></ul></ul><ul><ul><li>Book in advance and plan </li></ul></ul><ul><ul><li>Learn from the students </li></ul></ul><ul><ul><li>Lobby and learn from younger teachers </li></ul></ul><ul><ul><li>How do you set up a video? </li></ul></ul><ul><ul><li>Do what you can </li></ul></ul>
  17. 30. Developing Student Skills <ul><li>timing of lessons </li></ul><ul><li>access to computers </li></ul><ul><li>be aware of equity issues </li></ul><ul><li>factor in home research </li></ul><ul><li>make use of Email </li></ul><ul><li>be a post modern teacher </li></ul><ul><ul><ul><li>use other functions of the computer such as word excel access, PPPs, web page design </li></ul></ul></ul><ul><ul><ul><li>have a map ready </li></ul></ul></ul><ul><ul><ul><li>have a word puzzle ready </li></ul></ul></ul>
  18. 31. Use the Geography Syllabus <ul><li>Perspectives </li></ul><ul><ul><ul><li>Indigenous peoples </li></ul></ul></ul><ul><ul><ul><li>Gender </li></ul></ul></ul><ul><ul><ul><li>Intercultural </li></ul></ul></ul><ul><ul><ul><li>Socio-economic </li></ul></ul></ul><ul><ul><ul><li>Religious </li></ul></ul></ul><ul><li>Key Competencies </li></ul><ul><ul><ul><li>Collecting , analysing and organising information </li></ul></ul></ul><ul><ul><ul><li>Communication of ideas and information </li></ul></ul></ul><ul><ul><ul><li>Planning and organising activities </li></ul></ul></ul><ul><ul><ul><li>Working with others and in teams </li></ul></ul></ul><ul><ul><ul><li>Using mathematical ideas and techniques </li></ul></ul></ul><ul><ul><ul><li>Using technology </li></ul></ul></ul><ul><ul><ul><li>Solving Problems </li></ul></ul></ul>
  19. 33. Use the Geography Syllabus <ul><li>Civics and Citizenship </li></ul><ul><ul><li>Australian Identity </li></ul></ul><ul><ul><li>Rights and responsibilities </li></ul></ul><ul><ul><li>Decision –making and democratic processes </li></ul></ul><ul><li>Literacy in Geography </li></ul><ul><ul><li>Text types (reports, explanations, discussions& expositions) </li></ul></ul><ul><ul><li>Forms (written, oral and visual) </li></ul></ul><ul><ul><li>Tasks (putting text types into practices) </li></ul></ul>
  20. 34. Use the Geography Syllabus <ul><li>Focus Areas </li></ul><ul><ul><li>5A1 Australia’s Identity </li></ul></ul><ul><ul><li>5A2 Changing Australian Environments </li></ul></ul><ul><ul><li>5A3 Issues in Australian Environments </li></ul></ul><ul><ul><li>5A4 Australia in its Regional and Global Context </li></ul></ul><ul><ul><li>Elective Geography </li></ul></ul><ul><li>Geographical Tools </li></ul><ul><ul><ul><li>maps </li></ul></ul></ul><ul><ul><ul><li>fieldwork </li></ul></ul></ul><ul><ul><ul><li>graphs and statistics </li></ul></ul></ul><ul><ul><ul><li>photographs </li></ul></ul></ul><ul><li>Geographical Skills </li></ul><ul><ul><ul><li>acquiring information </li></ul></ul></ul><ul><ul><ul><li>processing information </li></ul></ul></ul><ul><ul><ul><li>communicating information </li></ul></ul></ul><ul><ul><ul><li>active and informed citizenship </li></ul></ul></ul>
  21. 35. Use the Geography Syllabus <ul><li>Values and Attitudes </li></ul><ul><ul><li>Ecological sustainability </li></ul></ul><ul><ul><li>Ecological sustainability </li></ul></ul><ul><ul><li>A just society </li></ul></ul><ul><ul><li>Inter-cultural understanding </li></ul></ul><ul><ul><li>Informed and active citizenship </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul>
  22. 36. Use the School Network <ul><li>Go it alone </li></ul><ul><ul><li>Type your own notes </li></ul></ul><ul><ul><li>Make your own PPPs/ and OHPs </li></ul></ul><ul><ul><li>Put the PPPs on the network </li></ul></ul><ul><ul><li>Use the OHPs/ PPPs when you cannot and can use the library </li></ul></ul><ul><li>Next? </li></ul><ul><ul><li>Remember to teach geography or you will fall behind </li></ul></ul><ul><ul><li>The students will want more </li></ul></ul><ul><ul><li>A critical mass will start to develop </li></ul></ul>
  23. 37. Intranet <ul><li>How it can happen:- sequencing </li></ul><ul><ul><li>Stage 1:- Personal Home Page </li></ul></ul><ul><ul><li>Stage 2:- Develop Class Home Page </li></ul></ul><ul><ul><li>Stage 3:- Develop a Departmental Home Page </li></ul></ul><ul><li>Principles </li></ul><ul><ul><li>get your own account </li></ul></ul><ul><ul><li>be prepared to share </li></ul></ul><ul><ul><li>you can use the work of others for ideas </li></ul></ul><ul><ul><ul><li>government organisations </li></ul></ul></ul><ul><ul><ul><li>NGOs </li></ul></ul></ul><ul><ul><ul><li>media </li></ul></ul></ul><ul><ul><ul><li>universities </li></ul></ul></ul><ul><ul><li>learn from others </li></ul></ul>
  24. 40. Classroom Resources Structured Independent Learning

×