ictucan.blogspot.com
*** ICT U Can!: Inquiry learning: from knowledge to understanding
http://ictucan.blogspot.com/2012/02/inquiry-learning-from-knowledge-to.html
I am who I am because of who we all are together. Friday, February 24, 2012. Inquiry learning: from knowledge to understanding. This video is from NZC Online. How do you use inquiry learning to move from knowledge to understanding? Vic Hygate, from Windsor School in Christchurch, explains how she carefully focuses her planning, then uses events and provocative statements to make inquiry relevant and fully engage her students. Posted by Jane Nicholls. If you want to grab the embed code to use elsewhere.
ictucan.blogspot.com
*** ICT U Can!: Professional knowledge landscapes
http://ictucan.blogspot.com/2011/03/professional-knowledge-landscapes.html
I am who I am because of who we all are together. Friday, March 18, 2011. Clandinin, D. J., and Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28. There was a notion in this paper that captured my interest. Clandinin and Connelly talk about professional knowledge landscapes, and state these landscapes are narratively constructed. This fits with my idea that knowledge is socially constructed. Also the story is told by many voices. We hear the...
ictucan.blogspot.com
*** ICT U Can!: Teachers are important
http://ictucan.blogspot.com/2011/08/teachers-are-important.html
I am who I am because of who we all are together. Saturday, August 06, 2011. I haven't been here for a while. I have taken some time to stop and think about what I believe in my work life. What is important. There is one thing I hear a lot as I work with educators and professional development providers across New Zealand. And it has started to really get on my goat, so here comes a rant. Posted by Jane Nicholls. I couldnt agree more! From a Humble Facilitator. Subscribe to: Post Comments (Atom).
ictucan.blogspot.com
*** ICT U Can!: November 2011
http://ictucan.blogspot.com/2011_11_01_archive.html
I am who I am because of who we all are together. Saturday, November 26, 2011. Relationships of knowledge and Practice: Teacher learning in communities. Cochran-Smith, M., and Lytle, S. L. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, 24. In this article Cochran-Smith and Lytle examine the assumption that often guides teacher learning, 'teachers who know more teach better'. But what exactly does knowing more mean? Stands outside the dic...
ictucan.blogspot.com
*** ICT U Can!: December 2011
http://ictucan.blogspot.com/2011_12_01_archive.html
I am who I am because of who we all are together. Friday, December 02, 2011. The case study: Storytelling in the industrial age and beyond. Benjamin, B. (2006). The case study: Storytelling in the industrial age and beyond. On the Horizon, 14. 8216;The limits of my language are the limits of my world’. With the advent of the Internet and digital storytelling, those limits are now boundless. Benjamin, 2006, p. 161). Stories take many forms in the present day; for example the digital stories on NZC Online ...
ictucan.blogspot.com
*** ICT U Can!: The case study: Storytelling in the industrial age and beyond
http://ictucan.blogspot.com/2011/12/case-study-storytelling-in-industrial.html
I am who I am because of who we all are together. Friday, December 02, 2011. The case study: Storytelling in the industrial age and beyond. Benjamin, B. (2006). The case study: Storytelling in the industrial age and beyond. On the Horizon, 14. 8216;The limits of my language are the limits of my world’. With the advent of the Internet and digital storytelling, those limits are now boundless. Benjamin, 2006, p. 161). Stories take many forms in the present day; for example the digital stories on NZC Online ...
ictucan.blogspot.com
*** ICT U Can!: February 2012
http://ictucan.blogspot.com/2012_02_01_archive.html
I am who I am because of who we all are together. Friday, February 24, 2012. Inquiry learning: from knowledge to understanding. This video is from NZC Online. How do you use inquiry learning to move from knowledge to understanding? Vic Hygate, from Windsor School in Christchurch, explains how she carefully focuses her planning, then uses events and provocative statements to make inquiry relevant and fully engage her students. Posted by Jane Nicholls. Links to this post. Subscribe to: Posts (Atom).
ulearn10.wikispaces.com
ulearn10 - Pre conference
http://ulearn10.wikispaces.com/Pre+conference
Skip to main content. Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web. Video in the classroom 101. Making Movie. Jane Nicholl from COREs. Link to her wikispace ictucan.wikispaces.com. Based around the KC, Self directed learning, Problem solving,. Using the intro to shrek to focus on differnt kinds of shots. Shot, reverse shot, character comes/jumps into the shot. Hahah a picture of Mano and Nevada on the screen.wooohooo.
ictucan.blogspot.com
*** ICT U Can!: September 2010
http://ictucan.blogspot.com/2010_09_01_archive.html
I am who I am because of who we all are together. Thursday, September 30, 2010. Graeme Aitkin - Teaching what matters and selecting content and pedagogy. Today I am lucky enough to be presenting at and attending the First Time Principals' Conference in Auckland. The final keynote speaker is Graeme Aitken, the Dean of Education from the University of Auckland, these are my notes from his session. The title of Graeme's talk is - Teaching what matters and selecting content and pedagogy. Overviews at the sta...
ictucan.blogspot.com
*** ICT U Can!: March 2011
http://ictucan.blogspot.com/2011_03_01_archive.html
I am who I am because of who we all are together. Friday, March 18, 2011. Clandinin, D. J., and Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28. There was a notion in this paper that captured my interest. Clandinin and Connelly talk about professional knowledge landscapes, and state these landscapes are narratively constructed. This fits with my idea that knowledge is socially constructed. Also the story is told by many voices. We hear the...
