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Which clippings match 'Teaching' keyword pg.1 of 14
12 MARCH 2014

NZ Virtual Professional Learning and Development programme

"The Virtual Professional Learning Development programme (VPLD) provides professional learning through an online Community of Practice (CoP). The VPLD offers flexibility of choice, time and approach, and is designed to fit in with what you are already doing as teachers and/or leaders.

Participants develop their own learning goals around projects that interest them, within a learning inquiry process. The aims are to raise participants' professional knowledge and skills, while also accelerating students' achievement of learning outcomes.

A fundamental aspect of participating in the VPLD is engagement in the VPLD online Community of Practice (CoP). The CoP offers a safe environment in which educators can discuss and challenge alternative points of view about pedagogy and practice, across disciplines and sectors."

(New Zealand Ministry of Education)

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TAGS

alternative points of view • Aotearoa New Zealandcommunity of practiceCoP • CORE Education • disciplinarity sectors • e-learningeducators • enquiry process • Hazel Owen • learning goalslearning outcomes • New Zealand Ministry of Education • pedagogy • personalising professional learning virtually • professional development • professional knowledge and skills • professional learning • student achievement • Te Kete Ipurangi • Te Tahuhu o te Matauranga • teachingteaching practice • Virtual PLD programme • Virtual Professional Learning Development programme (VPLD) • VPLD

CONTRIBUTOR

Simon Perkins
29 DECEMBER 2013

Some have always distrusted new things...

"Skepticism is not new to education. Emerging technologies are often viewed with fear and resistance. Just look at some of the history surrounding educational change.

'Students today can't prepare bark to calculate their problems. They depend upon their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write.'–Teachers Conference, 1703

'Students today depend upon paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?'–Teachers Association, 1815

'Students today depend upon store–bought ink. They don't know how to make their own. When they run out of ink, they will be unable to write words or cipher until the next trip to the settlement. This is a sad commentary on modern times.'–Rural American Teacher, 1929

'Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away! The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.'–Federated Teacher, 1959"

(Michael Bloom, Professional Associates for Consultation and Training)

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TAGS

1703 • 1815 • 19291959 • authentic practices • authenticity of thingsballpoint pen • bark • chalkconservative attitudesconstantly evolving technological platformcultural understanding of technologydistruste-learning • educational change • emerging technologiesfear of technologyinstrumental conception of technologylearning and teachinglooking backwards to the futureluddite • meaningful learning experiences • mistrust • naive perspectives • no batteries requiredorthodoxypaperparadigm shiftpen and inkpen and paper • resistance to change • resistant behaviourritualskeptical perspectiveskepticismslatestudent learning • teacher professionalism • teachingtechnical skilltechnological advancementstechnology and its impacttechnology as neutraltraditional processtraditional techniques • try out new ideas • unhealthy suspicion • use of technology

CONTRIBUTOR

Simon Perkins
21 JULY 2013

Mobile phones as cultural resources for learning: an analysis of mobile expertise, structures and emerging cultural practices

"If it is the case that mobile devices, with their specific social and technological structures and attendant cultural practices, have become an integral part of everyday life, then the educational field has to react. But how and who? Fact is that mobile devices have reached and become fully integrated in everyday life, worldwide and across social milieus. This development is 'ubiquitous' (e.g. Haythornthwaite, 2008, Beale 2007, Nyiri 2002) and is accompanied by an increase in individualisation enabled and necessitated by a variety of mobile devices characterised by media convergence. Education must ask questions about the impact of these irreversible trends on the personal development of young people and about its role in mediating them as well as about their impact on individual agency of young people in the context of emerging socio–cultural structures (see Stald 2007)."

(Ben Bachmair, Norbert Pachler and John Cook, 2009)

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TAGS

agency of access and engagement • Caroline Haythornthwaite • educational field • emerging sociocultural structures • everyday life • Gitte Stald • individual agency • individualisation • irreversible trends • knowledge integrationknowledge management • Kristof Nyiri • learningm-learningmedia convergencemediating practicesmobile devicesmobile phoneparticipatory technologiespedagogypersonal development • Russel Beale • social agency • social and technological structures • social changesocial constructionismsocial interactionsociocultural perspectiveteaching • technological transformation • ubiquitous accessubiquitous information flowsyoung people

CONTRIBUTOR

Simon Perkins
15 JULY 2013

Peter Norvig: The 100,000-student classroom

"In the fall of 2011 Peter Norvig taught a class with Sebastian Thrun on artificial intelligence at Stanford attended by 175 students in situ –– and over 100,000 via an interactive webcast. He shares what he learned about teaching to a global classroom."

(TED Talks)

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TAGS

14th century2011 • Andrew Ng • artificial intelligenceaudiencebar • Bayes networks • Benjamin BloomclassroomCoursera (provider) • Daphne Koller • disruptive education • due date • Eric Mazur • flipped classroomsflipping the classroomgame theoryglobal classroomin situ • interactive webcast • Khan Academy • MITx • motivationone-on-oneonline classesonline forumopen-ended questionspeer instruction • Peter Norvig • sage on the stageSebastian Thrun • Stanford Coursera • Stanford University • synchronous learning • Teach For America • teachingTED Talks • traditional education • Udacitywebcastwebcasting

CONTRIBUTOR

Simon Perkins
14 FEBRUARY 2013

The creative use of mobile technologies to enhance learning and teaching in the performing and visual arts

Date: 26 Apr 2013, Location/venue: The Old Fire Station, University of Salford, England

The workshop"offers an opportunity for those involved in teaching, or directly managing degree programmes in the Arts, to find out more about the role mobile learning can play in enhancing the student and tutor experience. Through a series of presentations, activities and discussions, led by academics from the Arts discipline area, participants will be introduced to mobile technologies approaches and see discipline–focused exemplars of mobile learning applied in teaching practice."

(Higher Education Academy)

TAGS

2013arts • creative use of mobile technologies • degree programmes • enhance learning • enhance learning and teaching • Higher Education Academylearning and teaching • learning landscape • learning technologiesm-learningManchestermobile learningmobile media in educationmobile phonemobile technologies • performing and visual arts • performing artsstudent experienceteachingteaching practicethe artsUKvisual artsworkshop

CONTRIBUTOR

Simon Perkins
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