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Will there be peer appraisal for TEL?

What happens if the lesson plan, inclusive of rationale and DMLs, exceeds the stipulated 3 pages?

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won't it be great if all these GREAT ict-infused lesson plans be available for teachers everywhere

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won't it be great if all these GREAT ict-infused lesson plans be available for teachers everywhere

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then teachers can just take which they see is suitable and adapt for their lesson!!

SAVE TIME AND EFFORT! :D

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If website just shows information and is not interactive, some how I feel hard copy works better (less distractions when using the computer)

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Wix/Weebly platforms seem good for consolidating information etc, but doesn't it also make students more distracted because

So many tabs, and children are inquisitive in nature - so tendency to do other things instead of what the teacher asks them to do (e.g. watch video, padlet answer, etc)

- even if its other items on the wix website.

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Assessing prior knowledge at the start of the lesson, and making customizations during the lesson really sounds like an ideal thing to do, but how feasible is this in real life?

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LBD doesn't mean having to use RWC. Likewise, RWC can be used without LBD.

e.g. Students can watch a video relating to RWC to understand something, but so she/he is not learning by doing it himself.

OR, students learn how to perform a throw by throwing a physical object (LBD), but its not really RWC because you won't just randomly throw a beanbag/object.

not sure if i am giving right examples

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How do we best consolidate responses of an exercise such that we as teachers can evaluate and give feedback immediately in class?

Certain exercises produce wordy/lengthy open-ended responses.

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Does learning by doing have to be in a RWC? Can it be not in RWC?

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How practical is it to design and come up with a website for one lesson given the busy schedule of a teacher.

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Would using a ppt file serve the same purpose as Wix to consolidate the links?

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With the games link in the website, will students be distracted during the lesson?

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How does brute forcing questions to be answered correctly help teachers engage prior knowledge? You would get perfect scores from everyone so what does it achieve in terms of engaging prior knowledge?

Similarly during the conclusion the answers are brute forced otherwise students are not able to proceed. Would it become a trial and error session and how do teachers know students have truly learnt instead of guesswork?

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inklewriter: how can we access that the student are genuinely answering the question instead of trial and error?

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Does it affect at which stage of the lesson collaborative learning is carried out?

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Where implementation of ICT is concerned, should we always have one student to one computer? In group work , it feels like some students might miss out on learning opportunities.

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Is there a possibility of overloading ICT tools in a lesson that it actually hinders lesson flow? students having to navigate through too many new links and pages..

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Can Engaging Prior Knowledge also be a way of assessing where the students are at in terms of what they already know? So that the teacher can adjust lesson accordingly. (and then help with scaffolding questions)

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1)Does pre requisite knowledge need to be relevant to the topic being taught

2)How is "Assumption" different from "student characteristics" and "pre requisite knowledge"?