Michelle Williams Paul Sutton learningfutures@ozemail.com.au Digital in class EDC3100 Give out business cards/postcards Michelle Williams Paul Sutton learningfutures@ozemail.com.au Acronyms

Why us? What else do we do at USQ? Stories from our experiences will gradually reveal more and more about us. Our job: Mentor you to complete the course at the highest possible standard. Build a strong professional relationship with you. Our availability to you.

Your Introduction Introduction Key ideas about you that standout What? Professional interest in this class, your hopes and fears and general interesting things about you. Samples online. usqmichellewilliams.edublogs.com What? Graphical, non-linear, interactive ( web 2.0 tool) Key ideas about you that standout Prezzi, Popplet, Concept mapping tool, Others? Why? Help you abstract your digital presence and ICT pedagogy beliefs Develop skills and deep understanding of significance of web 2.0 Learn by doing in small chunks Key idea is to try a new idea/tool or skill each week while developing assessment products. Want to improve your digital literacy and will use a test in the tut to let you self-assess important skills/knowledge Help you articulate your strengths and beliefs – important skills for getting a job Study Lab job

ICT in schools – now and then What do you think ICT in schools looks like? Feels like What students do Looks like Culture of course is about sharing experiences and knowledge and building on what you already know and can do. Think –pair-share

You What difference will you make? List three things you would do in your first five years

Core ideas behind course Clear expectation that graduate teachers have clear and informed rationales for how they use ICT to support curriculum and pedagogy. There is an expectation that graduates can write to the web, develop online learning events and content and help their students be active online learners. There are some core ideas which inform the course content and which may help you approach both the subject matter of this course, the pedagogy and the assessment. There is a high expectation that graduate teachers have clear and informed rationales for how they use ICT to support curriculum and pedagogy. The expectation is that new graduates must lead their schools in how they use various technologies beyond what their experienced colleagues might do. Graduates need to be able to meet state and national standards for ICT pedagogy. There is an expectation that graduates can write to the web, develop online learning events and content and help their students be active online learners. ICT pedagogy needs to extend into online pedagogy. Contemporary teachers need to be able to teach online, have a range of pedagogical approaches and online facilitation techniques. The TPACK Model is a way of planning ICT learning experiences and describing them in curriculum and pedagogical terms. This model underpins some of the approaches in this course. There are many ways of teaching and how you teach, changes with experience and the context. This is especially true when using digital tools and processes. So committing to a career-long learning journey begins in this course, if you have not already begun using ICT in schools. Your Personal Professional Network (PPN) is your strategy for this journey. Likewise your digital footprint is your public and private record of your professional experience with using online resources and sharing knowledge in your PPN.

Core ideas behind course The TPACK Model is a way of planning ICT learning experiences and describing them in curriculum and pedagogical terms. So committing to a career-long learning journey begins in this course, if you have not already begun using ICT in schools. Your Personal Professional Network (PPN) is your strategy for this journey. This model underpins some of the approaches in this course. There are many ways of teaching and how you teach, changes with experience and the context. This is especially true when using digital tools and processes. So committing to a career-long learning journey begins in this course, if you have not already begun using ICT in schools. Your Personal Professional Network (PPN) is your strategy for this journey. Likewise your digital footprint is your public and private record of your professional experience with using online resources and sharing knowledge in your PPN.

Housekeeping needs attention or it multiplies Organise prac – refer to assignment 2 condition Check Blue Card expiry Set up a study schedule and allocate sufficient time for the course – time on task always relates to quality of product and results Consider joining IPOD GROUP Video on getting around the course desk Intro re David Jones Course housekeeping

Digital housekeeping Invest now as it pays dividends later. Set up a file system for this semester’s resources and notes and assessment pieces Check out the Eportolio system and do tutorials in how it works Build a bookmarks collection – use one of the social bookmarking tools suggested on the class blog - think about your tags Sort out your mail and a mail habit. Keep a list of digital literacy skills you have, so you can include it in your portfolio.

Assessment overview Using a Inspiration concept map to unpack the assessment. Staying at top level for this conversation and using it again in session 2 to unpack each assessment piece.

The fit Personal Goals State standards National standards ICT Statements ISTE Standards Assessment in EDC3100 Supporting other courses EDC4000 ICT Certificate QCOT Standards Smart Classrooms Digital literacy Personal support network Leading educator Personal Goals State standards National and international standards Learning journey at USQ The framework surrounding the course. Enables a quick overview of core standards frameworks etc – will detail later.

Next session

Homework For next meeting Read Assignment 1 and build a concept map of it that works for you Think about your learning needs – do a KWL and bring it along to lab session For next week Study the study desk Do your digital housekeeping