Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
Presented at meeting for Supporting university students in chemistry during hybrid teaching, July 2020
video: https://www.youtube.com/watch?v=TzHdOEwVF5Y
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
Presented at meeting for Supporting university students in chemistry during hybrid teaching, July 2020
video: https://www.youtube.com/watch?v=TzHdOEwVF5Y
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Presentation to Griffith University staff on the launch of the Teaching Teachers for the Future project by Dr Jason Zagami 5 May 2011, Queensland, Australia.
Augmented reality and digital storytellingJason Zagami
Presented 19 March 2011 at the Griffith University Centre for Continuing Professional Learning Teachers Strategic Network at Brisbane Girls’ Grammar School, Brisbane, Australia by Dr Jason Zagami
Presentation by Dr Jason Zagami to the Queensland Society for Information Technology in Education (QSITE) conference on 1 October 2013 on the Sunshine Coast, Queensland.
Zagami, J. (2013, October). Educational Technologies. Presentation presented at the Queensland Society for Information Technology in Education Conference, Sunshine Coast, Australia. Retrieved from http://www.slideshare.net/j.zagami/educational-technologies-26715895
Is Computer Gaming the new ICT to be integrated into school curriculum?Jason Zagami
Zagami, J. (2014, October). Is computer gaming the new ICT to be integrated into school curriculum?. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC2014%20Is%20Computer%20Gaming%20the%20new%20ICT
%20to%20be%20integrated%20into%20school%20curriculum.docx
Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games as contexts for learning, a Secondary Worlds model was used to then consider these contexts at Philosophic, Epic and Naïve levels. Finally, the TPACK model was extended to include computer games as a GPACKS evaluation model of the appropriate use of computer games for various curriculum content, pedagogical approaches, and student gaming preferences.
Presentation by Dr Jason Zagami contributing to a workshop conducted with Wes Warner and Dr Michael Bulmer on Augmented Reality and the iPad / Mac at the State Library of Queensland on the 6th of June 2012 as part of an Apple Distinguished Educators seminar series on iOS
Presentation by Dr Jason Zagami to the Queensland Society for Information Technology in Education (QSITE) conference on 30 September 2013 on the Sunshine Coast, Queensland.
Zagami, J. (2013, September). Digital Technologies. Presentation presented at the Queensland Society for Information Technology in Education Conference, Sunshine Coast, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-technologies-2013-qsite
Secondary Worlds and Computer Gaming in EducationJason Zagami
Zagami, J. (2014, October). Secondary Worlds and computer gaming in Education. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC2014%20Secondary%20Worlds%20and%20computer%20gaming%20in%20Education.docx
Fantasy worlds have long enthralled and engaged our imaginations with Tolkien defining those of sufficient detail as Secondary Worlds, distinct from the Primary World of our everyday experience. Within such worlds we can imaginatively explore beyond the narratives provided us and by combining such worlds with the interactivity of games, particularly computer games, extending this ability to explore persistent Secondary Worlds that we can influence and change, share experiences with others, and contribute to the mythologies of these worlds. This rich exploration provides opportunities to learn by enhancing the mental models constructed by our explorations of Secondary Worlds and transferring this learning to the mental models held of similar concepts in the Primary World. Two case studies are briefly detailed to clarify the concepts presented, firstly the use of a Year 8 Social Studies simulation of the world of StatecraftX in which empire building, resource management, and refugee dilemmas provided a context for student engagement with a Secondary World and transfer concepts developed in world to those under study; and secondly, the use of the Secondary world of the Simpsons, particularly the Springfield Primary School, as a familiar Secondary World setting in which to explore teacher education situations and transfer learning to real world practice.
Digital Technologies: What now?
Presentation by Dr Jason Zagami to the Queensland Studies Authority: Australian Curriculum conference on 22 March 2014 in Brisbane, QLD.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Introduction Identify name of module First, let’s hear how you got on last week: around class, students give name & response to 1/5 questions (the thing that really grabbed them), refer them to Course Wiki
Time-space compression - Shrinking of space - Connectivity across spaces - Simultaneous presence and absence of people in specific locales Global consciousness “ Globe-talk” - rapidly changing & uncertain times, fate of local communities is connected to distant happenings Diverse/hybrid identities
Economic Neo-liberalism: changes in workplace organisation; free flow of goods, investments & workers across borders; increased consumerism, markets & choice Political global-national-local; the role of the citizen Cultural standardisation & fragmentation ; cultural homogeneity & cultural heterogeneity; dialectical “glocal” tensions, cultural identities
Use cross-over grouping activity to
Cross-over grouping Activity Students form 3 groups - A, B & C. They number off 1-3 in each group. Number 3 is the record keeper for their group but the others must also take notes as they move to the other groups. Groups brainstorm answers to 1st question for 10 minutes. At end of time, 1s move in direction of blue arrows. 1s introduce themselves to new group. Group outlines results of discussion. 1s add new ideas. Groups brainstorm answers to 2nd question for 10 minutes. At end of time, 2s move in direction of green arrows. 2s introduce themselves to new group. Group outlines results of discussion. 2s add new ideas. Groups brainstorm answers to 3rd question for 10 minutes. At end of time, be prepared tp present group position to the class.
Five Priorities The quality of teaching and school leadership Early childhood School retention and transitions from school Curriculum: national curriculum, 8 KLAs + civics & citizenship & business, commercial & financial literacy skills Accountability: assessment, public reporting
Whole class discussion - Which of these descriptors best matches your definition of research?
2-4-8 Activity Students brainstorm answers to the question in pairs, in groups of 4 (two pairs), in groups of 8 (2 groups of 4). In groups of 8, write a paragraph outlining your position. Present answer to whole class
What should be the purposes of schooling? Provision for the means for all people to exercise their capabilities and determine their actions How should it be achieved? Through democratic processes that generalise the interests of the least advantaged Who should schooling benefit? All people, differently experienced within and among different social groups What should schooling deliver? Positive self-identity; opportunities for self-expression and development; self-determination