Digital Futures in Teacher Education second leaflet
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OERs to promote good practice in school - DeFT regional conference 2 October ...
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Using handheld devices to develop literacy skills - DeFT regional conference
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
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This document is an agenda for a conference presentation about post-PhD career transitions. The presentation discusses stories of moving from activism into academia, the "best race job in the world", and leaving limbo after obtaining a PhD. The presenter's contact information is provided at the end for further discussion.
Exploring Open Approaches towards Digital Literacy
Paper to be delivered at the 11th European Conference on E-learning (ECEL), 26-27 October, Groningen, The Netherlands
ITE primer for digital literacies
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Exploring open approaches towards digital literacy
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Digital literacy literature review
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Recommended
OERs to promote good practice in school - DeFT regional conference 2 October ...
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Using handheld devices to develop literacy skills - DeFT regional conference
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Stories of post-PhD transitions
This document is an agenda for a conference presentation about post-PhD career transitions. The presentation discusses stories of moving from activism into academia, the "best race job in the world", and leaving limbo after obtaining a PhD. The presenter's contact information is provided at the end for further discussion.
Exploring Open Approaches towards Digital Literacy
Paper to be delivered at the 11th European Conference on E-learning (ECEL), 26-27 October, Groningen, The Netherlands
ITE primer for digital literacies
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Exploring open approaches towards digital literacy
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Digital literacy literature review
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Themes of digital literacies arising from DeFT case studies
This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
PGCE students engaging with digital technologies
The document discusses a case study that examined students' beliefs about digital literacy and open educational resources (OER). Through focus groups and written responses, students commented on difficulties accessing technology at their placement schools, concerns about keeping up with students' digital skills, and the restrictions of "teaching for an exam." However, they were keen to integrate digital literacy creatively and saw potential for technologies like interactive whiteboards to engage students in writing. They generally saw resource sharing as important, though had reservations about sharing too widely online.
Conference presentation about mobile technologies taking the class outside
This project linked students from Winterhill School with the Magna Science Adventure Centre, which are only a couple miles apart in Rotherham. Students visited Magna's exhibits to be inspired and then created digital artifacts like photos, sounds, videos and drawings from their visits. These student works would then be available for future Magna visitors to access through QR tags and mobile devices. After their visits, students worked with teachers and specialists to develop their interpretations of the exhibits into new creative works. These student-created artifacts were then made accessible via QR tags for visitors to Magna to view on their mobile devices. The pilot project is ongoing with more student works being added.
Teaching sheffield dissemination event - October 2012 pptx
This document outlines a project called "Teaching Sheffield" for PGCE English students. It aimed to develop students' digital literacy skills through creating short digital or moving image projects focused on Sheffield. Students worked collaboratively in groups over multiple sessions, which included skills development, filming, and editing. The project was evaluated positively for improving students' digital skills, showcasing external resources, providing practical learning experiences, and demonstrating creative English teaching approaches. Areas for future iterations included allocating more time for editing and initial planning.
Camp cardboard DeFT
Presentation by Chris Bailey for the DeFT regional conference about the uses of Web2.0 tools and mobile devices in primary school setting
Developing digital literacies in early years presentation final
Presentation by Zubida Khatoon for the DeFT regional conference about the uses of digital technologies in a Nursery school
Bigger bloom ppt
A presentation by Kate Cosgrove for the DeFT regional Conference about children using iPads and social media in school
Regional conference 2 oct2012
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
using social media for Professional Development
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
Chris Welch's presentation on making instructional videos for DeFT conference
This document summarizes a project using instructional videos to help develop digital literacy skills among students at a school in Rotherham, England. A group of Year 7 students with weaker literacy skills were tasked with planning, filming, editing and reflecting on instructional videos aimed at younger students. The students engaged well with the project, gaining skills in communicating to an audience and selecting information. They demonstrated improved confidence using video editing software and presenting in front of the camera. The project raised questions about how these new digital skills may or may not transfer to more traditional forms of literacy. Technical support was needed to address issues that arose from mixing the school's PC and Mac environments.
Julia myers powerpoint
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
Conference booklet.27 sep2012
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
What limitations are involved when using digital technology within the Englis...
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
How can digital technologies engage a Year 7 class in creative writing?
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
Blog instructions
This document provides guidance for parents on setting up a classroom blog. It includes the blog address, instructions for registering as users, and logging in. The teacher wants students to register with usernames instead of full names. Parents must sign a consent form agreeing to photos of their child being included and acknowledging the public nature of the blog. The goal is to engage students' learning and make connections between home and school.
New to twitter1
This document provides guidance for setting up a Twitter account and page for a school class. It instructs the reader to go to twitter.com, sign up with a school email address, and create a class page linked to the school. Once created, the guidance tells the user to edit their profile and follow only other class pages from the same school to keep the Twitter use consistent. The content is licensed under a Creative Commons license allowing non-commercial sharing and adaptation with attribution.
Generic permissions letter
This document is a permission letter seeking parental consent for their child's participation in the "Digital Futures in Teacher Education" research project. The project aims to develop online teaching resources to improve students' digital literacy skills. It will involve researchers recording and photographing participating children during school activities and using the materials in case studies and presentations to other educators. Parents are asked to complete a consent form indicating whether they approve of their child's involvement, including being recorded and photographed, and that they understand they can withdraw consent at any time.
Agony aunts
This document describes an "Agony Aunts" workshop activity carried out by PGCE students at Sheffield Hallam University to explore problems related to using digital technologies in educational settings. The activity involved a panel of three students fielding questions from an audience of students about their worst-case scenarios and technology issues. Intended outcomes were to encourage discussion and sharing of best practices in a supportive environment. When implemented, examples of problems discussed included equipment failures and engaging different types of learners with technology. The panel provided solutions and emphasized preparation, alternative plans, and viewing problems as learning opportunities. Overall, the activity helped students share real experiences and practices.
Reflexive questions
This document provides information about a project called Digital Futures for Teacher Education that seeks to create open educational resources on digital literacy for trainee teachers. It asks teachers, tutors, and team members to reflect on their understandings of digital literacy and OERs at various stages of the project by responding to prompts and questions. Student teachers participating in a related "Teach in Sheffield" project are also asked to provide reflections on how their views of digital literacy may change during the course of the project. Reflections will be anonymized if published and participants will receive a small token of appreciation for their time.
SHU lt presentation
This document discusses a project involving teachers, students, and teacher educators sharing and developing practices around open educational resources and digital literacy. Key terms are defined, such as open educational resources being teaching materials that are freely available to use and modify. Frameworks for digital literacy are outlined, seeing it as skills on a continuum between social and technical abilities, and as changing practices using technology to create meanings. The project outputs will be shared through an open textbook and installation, with more information available on their website and blog.
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Themes of digital literacies arising from DeFT case studies
This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
PGCE students engaging with digital technologies
The document discusses a case study that examined students' beliefs about digital literacy and open educational resources (OER). Through focus groups and written responses, students commented on difficulties accessing technology at their placement schools, concerns about keeping up with students' digital skills, and the restrictions of "teaching for an exam." However, they were keen to integrate digital literacy creatively and saw potential for technologies like interactive whiteboards to engage students in writing. They generally saw resource sharing as important, though had reservations about sharing too widely online.
Conference presentation about mobile technologies taking the class outside
This project linked students from Winterhill School with the Magna Science Adventure Centre, which are only a couple miles apart in Rotherham. Students visited Magna's exhibits to be inspired and then created digital artifacts like photos, sounds, videos and drawings from their visits. These student works would then be available for future Magna visitors to access through QR tags and mobile devices. After their visits, students worked with teachers and specialists to develop their interpretations of the exhibits into new creative works. These student-created artifacts were then made accessible via QR tags for visitors to Magna to view on their mobile devices. The pilot project is ongoing with more student works being added.
Teaching sheffield dissemination event - October 2012 pptx
This document outlines a project called "Teaching Sheffield" for PGCE English students. It aimed to develop students' digital literacy skills through creating short digital or moving image projects focused on Sheffield. Students worked collaboratively in groups over multiple sessions, which included skills development, filming, and editing. The project was evaluated positively for improving students' digital skills, showcasing external resources, providing practical learning experiences, and demonstrating creative English teaching approaches. Areas for future iterations included allocating more time for editing and initial planning.
Camp cardboard DeFT
Presentation by Chris Bailey for the DeFT regional conference about the uses of Web2.0 tools and mobile devices in primary school setting
Developing digital literacies in early years presentation final
Presentation by Zubida Khatoon for the DeFT regional conference about the uses of digital technologies in a Nursery school
Bigger bloom ppt
A presentation by Kate Cosgrove for the DeFT regional Conference about children using iPads and social media in school
Regional conference 2 oct2012
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
using social media for Professional Development
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
Chris Welch's presentation on making instructional videos for DeFT conference
This document summarizes a project using instructional videos to help develop digital literacy skills among students at a school in Rotherham, England. A group of Year 7 students with weaker literacy skills were tasked with planning, filming, editing and reflecting on instructional videos aimed at younger students. The students engaged well with the project, gaining skills in communicating to an audience and selecting information. They demonstrated improved confidence using video editing software and presenting in front of the camera. The project raised questions about how these new digital skills may or may not transfer to more traditional forms of literacy. Technical support was needed to address issues that arose from mixing the school's PC and Mac environments.
Julia myers powerpoint
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
Conference booklet.27 sep2012
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
What limitations are involved when using digital technology within the Englis...
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
How can digital technologies engage a Year 7 class in creative writing?
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
Blog instructions
This document provides guidance for parents on setting up a classroom blog. It includes the blog address, instructions for registering as users, and logging in. The teacher wants students to register with usernames instead of full names. Parents must sign a consent form agreeing to photos of their child being included and acknowledging the public nature of the blog. The goal is to engage students' learning and make connections between home and school.
New to twitter1
This document provides guidance for setting up a Twitter account and page for a school class. It instructs the reader to go to twitter.com, sign up with a school email address, and create a class page linked to the school. Once created, the guidance tells the user to edit their profile and follow only other class pages from the same school to keep the Twitter use consistent. The content is licensed under a Creative Commons license allowing non-commercial sharing and adaptation with attribution.
Generic permissions letter
This document is a permission letter seeking parental consent for their child's participation in the "Digital Futures in Teacher Education" research project. The project aims to develop online teaching resources to improve students' digital literacy skills. It will involve researchers recording and photographing participating children during school activities and using the materials in case studies and presentations to other educators. Parents are asked to complete a consent form indicating whether they approve of their child's involvement, including being recorded and photographed, and that they understand they can withdraw consent at any time.
Agony aunts
This document describes an "Agony Aunts" workshop activity carried out by PGCE students at Sheffield Hallam University to explore problems related to using digital technologies in educational settings. The activity involved a panel of three students fielding questions from an audience of students about their worst-case scenarios and technology issues. Intended outcomes were to encourage discussion and sharing of best practices in a supportive environment. When implemented, examples of problems discussed included equipment failures and engaging different types of learners with technology. The panel provided solutions and emphasized preparation, alternative plans, and viewing problems as learning opportunities. Overall, the activity helped students share real experiences and practices.
Reflexive questions
This document provides information about a project called Digital Futures for Teacher Education that seeks to create open educational resources on digital literacy for trainee teachers. It asks teachers, tutors, and team members to reflect on their understandings of digital literacy and OERs at various stages of the project by responding to prompts and questions. Student teachers participating in a related "Teach in Sheffield" project are also asked to provide reflections on how their views of digital literacy may change during the course of the project. Reflections will be anonymized if published and participants will receive a small token of appreciation for their time.
SHU lt presentation
This document discusses a project involving teachers, students, and teacher educators sharing and developing practices around open educational resources and digital literacy. Key terms are defined, such as open educational resources being teaching materials that are freely available to use and modify. Frameworks for digital literacy are outlined, seeing it as skills on a continuum between social and technical abilities, and as changing practices using technology to create meanings. The project outputs will be shared through an open textbook and installation, with more information available on their website and blog.
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Teaching sheffield dissemination event - October 2012 pptx
Teaching sheffield dissemination event - October 2012 pptx
Developing digital literacies in early years presentation final
Developing digital literacies in early years presentation final
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What limitations are involved when using digital technology within the Englis...
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How can digital technologies engage a Year 7 class in creative writing?
How can digital technologies engage a Year 7 class in creative writing?