E learning at eggs

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E learning at eggs

  1. 2. <ul><li>We have an ICT PD contract (although this does provide time and support we otherwise wouldn’t have) </li></ul><ul><li>Because Madeline says we have to </li></ul><ul><li>Because Angela says we should </li></ul><ul><li>Because Claire reckons eLearning is ace! </li></ul>
  2. 3. <ul><li>World Trends </li></ul><ul><li>Research findings </li></ul><ul><li>NZC </li></ul><ul><li>NCEA </li></ul><ul><li>eLearning can support effective pedagogy and key competencies </li></ul>
  3. 4. <ul><li>To enrich… </li></ul><ul><li>To enhance… </li></ul><ul><li>To extend… </li></ul><ul><li>To support… </li></ul><ul><li>… .the teaching and learning that already takes place in our classrooms.  </li></ul>
  4. 5. <ul><li>An educational formation the integrates eLearning techniques including online delivery of materials through web pages, discussion boards and/or email with traditional teaching methods including lectures, in-person discussions, seminars, or tutorials. </li></ul>
  5. 6. <ul><li>Smart Web </li></ul><ul><li>Ubiquitous Computing </li></ul><ul><li>Personalisation </li></ul><ul><li>Data </li></ul><ul><li>Citizenship </li></ul><ul><li>Cloud Computing </li></ul><ul><li>Virtual learning </li></ul><ul><li>New forms of engaging with information </li></ul><ul><li>Open-ness </li></ul><ul><li>Networked school </li></ul>
  6. 7. <ul><li>http://www.educationcounts.govt.nz/publications/ict/77614/1 </li></ul>
  7. 8. And while many students are digital natives in the sense of being ‘at home’ with technology, they nevertheless are new to using these same tools educatively and beyond social or immediate purposes.
  8. 9. It is still the role of the teacher to harness these tools purposefully and to teach students to benefit from using these ubiquitous tools for learning
  9. 11. <ul><li>E-learning and pedagogy </li></ul><ul><li>Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section. </li></ul><ul><li>Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning. </li></ul>
  10. 12. <ul><li>create a supportive learning environment </li></ul><ul><li>encourage reflective thought and action </li></ul><ul><li>enhance the relevance of new learning </li></ul><ul><li>facilitate shared learning </li></ul><ul><li>make connections to prior learning and experience </li></ul><ul><li>provide sufficient opportunities to learn </li></ul><ul><li>inquire into the teaching–learning relationship. </li></ul>
  11. 13. <ul><li>thinking </li></ul><ul><li>using language, symbols, and texts </li></ul><ul><li>managing self </li></ul><ul><li>relating to others </li></ul><ul><li>participating and contributing </li></ul>
  12. 14. <ul><li>How our Moodle and Google Apps can support effective pedagogy </li></ul><ul><li>How Moodle and Google Apps can support the development of key competencies </li></ul>
  13. 15. &quot;It's not e-learning or c-learning*; it's learning&quot; Chuck Ferguson, Sun Microsystems *classroom learning

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