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This video of assessment expresses how a teacher can gauge whether a student is understanding process of content or not, that is to say - that a student knows how to reach their answer. It is valuable to know that a student understands how they reached their answer, so for more difficult questions they can implement similar strategies. Giving a student a test of 20 questions without checking they know how to respond to the types of questions and the content it contains would be purposeless - the student would not be able to complete the task. It is imperative that teachers assess for and of learning.

Using something like WordPress or Tumblr would be a visual aid to see whether or not students are engaging in their visual homework assignments. Some students prefer using digital resources, others prefer drawing and others prefer a mix. Providing students with different mediums to achieve the same task, for example a Visual Arts Process Diary (VAPD) means that students of different learning needs and abilities are able to engage with resources that suit them.

Using infographics to communicate assessments would also help with visual learners. The example from Full Tilt Ahead gives an infographic that depicts what the task is, how they will complete it and how it will be assessed. The infographic contains the same information that is in a written assessment notification, however gives students of different needs the ability to comprehend the task differently.

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DUTY OF CARE:
- consider new ways to supervise students
- ensure there is safety around the online sessions they plan
- have strategies in place to prevent cyberbullying
http://www.dec.nsw.gov.au/detresources/Duty-of-care_aINKBMeyYD.pdf

TAKE ALL reasonable action to protect students from risks of harm that can be reasonably predicted. Standard of care that is required needs to commensurate with students' maturity and ability

Privacy:
Signing students up to online spaces and sites may require consent from students' parents AND need to check with the school to see that this is managed.
Posting and sharing information online about a person other than yourself online requires consent.
Consent must be fully informed, freely current and specific in how the information will be presented and to whom it will be presented.
Signed authority for any work, images or information posted online.

COPYRIGHT
•" A simple definition of copyright is that it is a bunch of rights in certain creative works such as text, artistic works, music, computer programs,

sound recordings and films. The rights are granted exclusively to the copyright owner to reproduce the material, and for

some material, the right to perform or show the work to the public.

•Copyright owners can prevent others from reproducing or communicating their work without their permission or may sell these rights to someone else.

•Copyright does not protect ideas, concepts, styles or techniques.even a storyboard for the film.

The most helpful resource is the Smart Copying Website  http://www.smartcopying.edu.au/

Alternative Copyright model is Creative Commons. Check it out http://creativecommons.org.au/ "

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Basic Tools
- toolbar; backboard to go inbetween slides, redo, delete, screen feature (hide), fullscreen, split screen, pictures, docs, graphs, compass, basic pen/erasing, protractor, compass, ruler to use straight lines
- down arrow to delete tools e.g. ruler, compass etc
- use eraser to remove markings on doc on smart board
- writing styles, shape recognition tools

Tabs
- slide tabs, gallery, colour tabs
- gallery; insert pictures, flashpads, maps, backgrounds

Using Powerpoints
- can insert own powerpoint by importing PowerPoint in PDF form ONLY
- use arrows to switch between slides
- can use pens to underline, highlight, create notations, can insert new slides
- export presentation by file - export - export as PDF

SMART exchange
- different apps to download for different subjects
- gives examples of interactive tools
- e.g. interactive map of rome, can circle, highlight move around the map, insert pictures into these interactive tools
- themes can be added
- google maps
- can insert interactive pictures from Gallery Tab - Gallery Essentials - History - Different Areas - Content area
- Interactive Flash??

TO USE SMARTBOARD IN SCHOOL:
Ensure computer has IWB software > login > go to start > programs > SMART technologies > SMART notebook > SMART notebook 10

^^ This launches the whiteboard.

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Notes on Peter Smythe video
Understanding student perspective and asking them what they need from the teacher, speaking and engaging with them not AT them

- asking students for feedback
- understanding time management
- "stop standing next to a whiteboard and talking to us"
- students asking for individual engagement as opposed to lecture style classroom
- understanding student voice and acting on requests for individual learning styles
- responding to what students need
- direct correlation between results and how information is delivered
- using technological tools to aid students to have a deeper understanding of theoretical frameworks, in this case mathematical equations
- links within virtual learning environment allow teacher to see which students access particular resources
- condense information into video form means that students can watch videos in their own time, pause, rewind and build on the concept of understanding of what task needs to be done
- asking for help in a virtual learning environment means that students can pause on the part of the video that they do not understand
- making changes to cater to student needs as opposed to teacher needs
- quality of learning using higher order thinking tasks to enhance/enrich student performance
- self-management, self enrichment
- defining features of effective lesson plan? --> student voice, feedback, IWBs effective use for student engagement?

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SAMR
Created by Dr Ruben Puentedura
4 Levels, 2 Sections

1. Substitution
Technology used acts as a direct substitute, with no functional change e.g. typing an essay on word document as opposed to hand writing - task remains same, tool changes

2. Augmentation
Task is the same but the tech allows for functional improvement, e.g. program like Google docs allows for functional improvements like commenting and sharing

----> both 1 and 2 enhance learning and are more efficient but may not make a difference in future outcomes as most learning takes place in tramsformation

3. Modification
Tech allows for significant task redesign e.g. instead of writing an essay, a student can publish a blog using text embedded links to further explain their learning, meaning more people could have access to this knowledge and ability to post publicly on it

4. Redefinition
Tech allows for creation of new tasks that was previously inconceivable  e.g. instead of writing essay, can create and publish their argument with multimedia, technology allows students to engage in a new more involved task as opposed to simple writing task. Transformation allows for new learning

What? Why? How? - Teachers can design tasks differently with the integration with different technological tools to maximise student success

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Digital content
"A learning tool is any software, online tool or service that you use either for personal or professional learning, for teaching or training, or for creating e-learning"
1. splash (http://splash.abc.net.au/),
2. Fuse (http://fuse.education.vic.gov.au/),
3. Scootle (http://www.scootle.edu.au/)
4. TEDed (http://ed.ted.com/)
5. Twitter (https://twitter.com)
professional networking, news, updates, backchannel, real-time chat
6. YouTube (http://youtube.com)
Video hosting site, share, view, review video content
7. Google Search (https://www.google.com.au/)
Web search engine
8. Google Docs/Drive (https://www.google.com/drive/)
Spreadsheets, slidesheets, collaborative work
9. PowerPoint
presentation app, e-learning content
10. Dropbox (https://www.dropbox.com/)
Sharing files publicly and privately
11. Facebook (https://www.facebook.com/)
Both personal networking as well as useful within study groups, course sites
12. WordPress (https://wordpress.com/)
Blogging, artist websites, collaborative tool
13. Skype
Communication tool using internet - includes video chat
14. Evernote (https://evernote.com/)
Note-taking tool, web clipping, can be used on mobile computing devices, shareable documents
15. Prezi (https://prezi.com/)
Alternative PowerPoint supports creation of non-linear presentations, accessible online
16. Pinterest (https://au.pinterest.com/)
Visual bookmarking website, picture board, links to resources
17. Moodle (https://moodle.com/)
Open source course management system
18. Kahoot (https://kahoot.it/)
Game-based response system, engage students in real-time results, can be used on or offline
19. PowToon (https://www.powtoon.com/)
Online software tool to create animated videos
20. Snagit (https://www.techsmith.com/screen-capture.html)
Screen capture tool for images or video, enhance text, visual effects
21. Audacity (http://www.audacityteam.org/)
Open source tool to record, edit and mix sounds
22. Articulate Storyline (https://articulate.com/360/storyline)
Authoring tool
23. Screencast-O-Matic (https://screencast-o-matic.com/)
Online capturing tool
24. Padlet (https://padlet.com)
Noticeboard, announcements, notes and online brainstorming
25. Socrative (https://www.socrative.com/)
Exercises, games to engage class with BYOD - interactive tool
26. Canvas (https://canvas.instructure.com/)
Course management system, adaptable, customisable
27. Edmodo (https://www.edmodo.com/)
Private social networking for teachers, students, files, events, assignments
28. Google Scholar (https://scholar.google.com.au/)
Search for scholarly literature
29. Scoopit (http://www.scoop.it/)
Social media publishing platform to curate visual content
30. Quizlet (https://quizlet.com/)
Learning tools e.g. flashcards, learning modules, game modes

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TPACK: Technological Pedagogical and Content Knowledge
Technology

- represents technical knowledge, software, computational skills

Content knowledge
- includes what you as a teacher are trying to convey to students

Pedagogical knowledge
- how to teach e.g. expert in certain areas may not know how to teach these subjects

PCK
- pedagogical and content knowledge meet, allows for experts in certain domains to teach

How to use technology to support knowledge/study in expert fields, how can we use this to support teaching?
Response to TPACK --> understand that this framework is contextual, and can be applicable to the way TPACK works in High or Primary education
Attempts to extract understandings of sub domains to support technological integration within classrooms, that is to say HOW to teach content knowledge with the use of technology.