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The digital revolution within classrooms began with radio in the 1950s and evolved to make use of television, video, computers, CD-ROMs and the World Wide Web. It continued with developments in communication techniques; with the use of email, instant messenger and mobile text messaging. Initially, through photocopying, then through a greater availability of books and then onto online resources, and online communities teachers have been able to draw on a larger number of resources and materials. In the previous two decades we have seen a rapid expansion and increase in variety of the technologies available to teachers to use as part of their tool kit to improve the quality of teaching and learning. Digital technologies are in a continuous state of flux (Koehler and Mishra 2009) in relation to their availability, their diversity, and the variety of forms in which they can be embedded withinteaching pedagogies. It has been argued by Frending 2003 and Shattack 2007 that if schools do not embrace new technologies then education in itself will become irrelevant. It is assumed skills in technology will become an increasingly vital component of future employability in many jobs
What is Web 1.0 – need something about the historyIn the previous two decades we have seen a rapid expansion of the technologies available to teachers to use as part of their tool kit to improve the quality of teaching and learning. Digital technologies are increasing in their availability, their diversity, and the variety of forms in which they can be embedded within lesson structures. It has been argued by Frending 2003 and Shattack 2007 that if schools do not embrace new technologies then education in itself will be irrelevant. Through analysis of audio visual recordings, of a number of teachers, delivering a variety of subject material, across several curriculum areas, with the controllable variable being the integration or lack of integration of a number of technologies, a measure will be taken to determine if technologies effect of the behaviours of students.The first IWB was manufactured in 1991. IWBs are part of a technological revolution in classrooms, that began with radio in the 1950’s, and has encompassed television, film, video, computers and CD roms. IWBs (or electronic whiteboards as they are perhaps more accurately called) are large, touch sensitive boards, which control a computer connected to a digital projector.As said before, we find first the Web 1.0 platform. It was commonly used by the 1980’s and was intended to give access to internet consumers of the huge amount of information that the means can give. Called as static ones, the websites available has no connection between the internet consumers and the actual site. This fact produced that “the vast majority of users simply acted as consumers of content” Cormode and Krishnamurthy(2008) rather than interactive participants with the website. Since any participation was given to visitors, they can’t be a content creator either, so internet access was not very interactive in deed.
Find better pictureThe fact that a great deal of “technological aids have been created to maximize the potential” of internet use and the role of “content creation” and information interchanging Cormode and Krishnamurthy (2008), make to arises the Web2.0 platform. It has been created to give internet usage a more “democratic nature”. It is a commonly used term to bring into everyday issues various novel phenomena on the World Wide Web.
Lee Shulman presented the Pedagogy Content Knowledge framework in 1987 (diagram 1) and theorised the following. Pedagogy (P) is the methods and ways in which a teacher taught, the content (C) is the information and subject information a teacher presented. By bringing the two together in the overlapping Venn diagram PCK was created. Shulman described PCK as the “understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (Shulman 1987). PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment and pedagogy (Koehler and Mishra 2009)
There will come a time when for a teacher not to be a ble to use and IWB will be like a teacher not being able to use the library or a blackboard. This is becoming more engrained in every day practice. Can you think of a teacher that does use Google. What did we do LBG. Think back 10 15 years when google wasn’t here. It has been a slow change process but its here. Our jobs are to facilitate this make it easier make it the norm. Think back to things related to ICT that weren’t here 10 years ago an think how we would survive without them.As a result of these technological advances, Shulman’s initial model was developed further by Koehler and Mishra (2006). These educational theorists deconstructed Shulman’s model and reconstructed in to include Technology (diagram 2). It is now argued, the development of Technology Pedagogy And Content Knowledge (TPACK) is critical to effective teaching with technology (Koeler et al 2007; Shin 2009) When did DET first give staff emails?????http://e-language.wikispaces.com/home
When did Prenski first come up with the termCraete a Flickr slideshow to embebd