TE year2handbook/Year2 Unit1 Introduction - Revision history

Ranjani at 13:15, 31 May 2017

2017-05-31T13:15:12Z

Ranjani at 12:59, 31 May 2017

2017-05-31T12:59:55Z

Ranjani at 12:25, 31 May 2017

2017-05-31T12:25:58Z

Guru at 12:51, 8 May 2017

2017-05-08T12:51:22Z

Guru at 07:22, 8 May 2017

2017-05-08T07:22:01Z

Guru at 07:45, 23 April 2017

2017-04-23T07:45:02Z

Guru: Created page with "{{Navigate|Prev=Year2 Unit1 Introduction|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}"

2017-04-20T01:49:41Z

Created page with "{{Navigate|Prev=Year2 Unit1 Introduction|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}"

New page

{{Navigate|Prev=Year2 Unit1 Introduction|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}

@@ Line 3: / Line 3: @@
 The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the focus was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats.
-In year 2, the aim will be to introduce students teachers to digital methods for subject-specific digital resource creation. A particular focus will be on use of ICT in subject teaching and the introduction of student teachers to the Technologcical Pedagogical Content Knowledge framework.
+In year 2, the aim will be to introduce students teachers to digital methods for subject-specific digital resource creation. A particular focus will be on use of ICT in subject teaching and the introduction of student teachers to the [http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/ Technological Pedagogical Content Knowledge] framework.
 ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society.

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}
-The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats.
+The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the focus was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats.
-In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on Lower Primary Schools (LPS) and year 2 on Higher Primary Schools (HPS) levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.
+In year 2, the aim will be to introduce students teachers to digital methods for subject-specific digital resource creation. A particular focus will be on use of ICT in subject teaching and the introduction of student teachers to the Technologcical Pedagogical Content Knowledge framework.
 ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society.

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}
-The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development.
+The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and exploring different ICT tools for creating resources in text, image and audio visual formats.
 In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on Lower Primary Schools (LPS) and year 2 on Higher Primary Schools (HPS) levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.
 ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers, on how they should prepare themselves and their students to navigate the information (digital) society.

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=|Curr=Year2 Unit1 Introduction|Next=Year2 Unit1 Shift in perspective from existing curriculum}}
-The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development.  In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on LPS and year 2 on HPS levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.
+The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development.
-ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers.
+In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on Lower Primary Schools (LPS) and year 2 on Higher Primary Schools (HPS) levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.

← Older revision		Revision as of 07:22, 8 May 2017
Line 2:		Line 2:

	The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development. In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on LPS and year 2 on HPS levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.		The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development. In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on LPS and year 2 on HPS levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.
		+
		+	ICT has had and is having significant socio-cultural, political and economic implications and these are briefly discussed to sensitise the student teachers.

← Older revision		Revision as of 07:45, 23 April 2017
Line 1:		Line 1:
−	{{Navigate\|Prev=~~Year2 Unit1 Introduction~~\|Curr=Year2 Unit1 Introduction\|Next=Year2 Unit1 Shift in perspective from existing curriculum}}	+	{{Navigate\|Prev=\|Curr=Year2 Unit1 Introduction\|Next=Year2 Unit1 Shift in perspective from existing curriculum}}
		+
		+	The ICT Mediation paper is a part of the ‘Teacher Development Studies’. In Year 1, the aim was on building broad-based digital literacy and learning digital methods for self learning, peer learning and generic resource creation, all connected to teacher professional development. In year 2, the aim will be on the learning digital methods for subject-specific digital resource creation and integrating ICT in subject teaching. Integrating digital methods for subject teaching is purposely kept in year 2 only, in line with the overall KETEC focus of year 1 on LPS and year 2 on HPS levels, as it is currently considered appropriate to introduce ICTs in HPS but not in LPS.