Writing Objectives | Penn State Learning Design Community Hub The Best Choice .... according to the experts Jones, 1997 – "Clear objectives can help the instructor design lessons that will be easier for the student tocomprehend and the teacher to evaluate".Lohr, no date – "A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required." Rationale Writing clear course objectives is important because: Objectives define what you will have the students do.Objectives provide a link between expectations, teaching and grading.
TPACK Model | Digital Learning Futures TPACK Model Description from the project Resources and references provided by the teaching Teachers to the Future (TTF) project. The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006), underpins much of the national directions for describing use of ICT in learning and for profesisonal work. The TPACK framework “attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge” (p.1). Specifically it: highlights the nuanced and complex relationships between three forms of knowledge: Pedagogical knowledge (PK), content knowledge (TK); and technological knowledge (TK).
Measuring ICTE competence | Digital Learning Futures Measuring teacher ICTE competence Background for a graduating teacher In Australia, current policy is leading to a national registration process for teachers and so some national professional standards for beginning teachers have been developed. The Queensland College of Teachers has developed their own registration system and standards, using them since 2006.
Digital Learning Futures | For all your digital learning needs...
Pedagogy and Practice
Digital Citizen Analysis Tool Purpose This is a policy, procedure and guidelines analysis tool that attempts to analyse the school or organisations acceptable use and cybersafety policies and procedures. The tool attempts to be holistic and cover the cyber safety elements from a variety of angles and approaches. It should raise questions and provoke thought. Components The major sections are:Purpose of your policy and matching this to your AUASuitability to the audience (Including readability)Implementation of the policy and AUASupport resourcesAccess and filteringMonitoring and consequencesReview and evaluationCommunity involvementEach section has a series of questions that question and challenge.