Welcome

Welcome to the Teacher Education website at RMIT University. This website has been designed to help you with your university course work and professional practice in educational settings.

Policies & Frameworks

Policies and frameworks (such as VELS) guide what we do as teachers in the classroom. Access some key documents here.

National Policies


The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century: Preamble and Goals
Still current today – although established in 1999 – these national goals underpin education in all states and territories in Australia.
Australian Policy Online (APO)
A handy portal to Australian policies.  Easily searchable index by categories such as Disability, Gender and sexuality and Youth.
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)
This council is made up of state and territory and national ministers for education – and others – and is responsible for developing national policies.  Has a great index to reports such as those relating to teachers and teaching, ICT, and the National Assessment Program (NAP)
National Report on Schooling in Australia
From this MCEETYA site you can access all national reports on schooling from 2000.
School Education (Australian Government Department of Education, Employment and Workplace Relations)
From here you can access national policies relating to Early Childhood Education, School Education and Indigenous Education among others. 

Victorian State Policies


Blueprint for Education and Early Childhood Development
This is Victoria’s education policy that sets out the vision for schooling over the next five years.  A key part of the Blueprint is the Victorian Essential Learning Standards framework.
http://www.education.vic.gov.au/ 
This is ‘The Education Department’ portal.  From here you can access quick links to things such as ‘Key Dates’ that house dates such as school terms and ‘Popular Links’ to sites about Jobs in Victorian Government Schools.  The portal has 4 main areas including School Professionals.  From here you can access curriculum resources – housed on Educational channel – including Assessment, PoLT, and curriculum frameworks such as VCAL, VET in schools, and VCE.  A must for all teachers.
Key documents, policies and research (DEECD)
This site is within the DEECD website and provides links to some key reports and research such as The blueprint
Conducting research in Victorian government schools
Gives information about what you need to do in order to conduct research in schools and provides links to relevant documents that you need to complete.

Contemporary Issues

Many issues impact on teachers in schools.  Access some of the contemporary issues that teachers face in Victorian schools from here.

Bullying & Cyber Bullying

A key issue in schools – and one of particular interest to parents.  The recent surge in the use of technologies such as mobile phones has contributed to more recent policy development about cyber bullying. 

Policies

Strategies for bullying intervention

Websites

Publications

  • Findley, I. (2006). Shared responsibility: beating bullying in Australian schools. Camberwell, Vic: ACER Press.
  • Noble, T,&McGrath, H. (2005). Bullying solutions: Evidence-based approaches to bullying in Australian schools. Frenchs Forest, N.S.W.: Pearson Education.
  • Parada, R. H., Marsh, H. W.,&Craven, R. (2003). The Beyond Bullying Program: An innovative program empowering teachers to counteract bullying in schools. Retrieved 15 September, 2007, from http://www.aare.edu.au/03pap/par03784.pdf
  • Rigby, K. (2007). Bullying in Schools and what to do about it [electronic resource/ revised and updated]. Camberwell: Australian Council for Educational Research.         
  • Roxborogh, T. K. (2007). No, it’s not ok: How to stop the cycle of bullying. Rosedale, N.Z.: Penguin.
  • Video Education Australasia (2005). Not in my class: Managing classroom bullying behaviours [videorecording/ 1 videodisc (DVD) (26 min.): + notes. (5 p.)]: [Bendigo, Vic.].

Examples of strategic planning for addressing bullying in schools

Ethnicity & Multiculturalism

Students in Victoria’s schools come from many different ethnic backgrounds. As teachers we need to be able to cater for such ethnic diversity and celebrate difference.


Policies / Guidelines

Websites

Publications

  • Singh, Garbutcheon, (1998). “It’s not easy being an Australian”: Education in a multicultural and multi-racist society. In J. Smyth, R. Hattam&M. Lawson (Eds).
  • Schooling for a Fair Go (pp. 49-70). Annandale, NSW: Federation Press. (An e-reading text)\
  • White, R.,&Wyn, J. (2004). Race, ethnicity and the other. In Youth and Society: Exploring the Social Dynamics of Youth Experience (pp. 36-57). Melbourne: Oxford University Press. (an e-reading text)

Gender

The issue of gender has, until recent times, focused on the education of girls. Recent initiatives, it is noted, have shifted somewhat to focus on matters concerning boys: in particular, issues of retention and of literacy.


Policies

Strategies

Websites

Publications

  • Armstrong, E. (2007). Boys into books. Wanborough, Swindon: School Library Association. http://www.sla.org.uk/boys-into-books-overview.php
  • Connell, R. W. (2002). The question of gender. In Gender (pp. 1-13). Cambridge: Polity. (An e-reading book)
  • Fletcher, R. J. (2006). Boy writers: Reclaiming their voices. Portland, Me: Stenhouse Publishers; Markham, Ont.: Pembroke Publishers.
  • Godinho, S. (2004, 28 November- 2 December). The use of linguistic space by boys and girls in secondary small-group discussions: Whose talk dominates? (PDF 226 KB) Paper presented at the AARE Conference, Melbourne.
  • Teese, R. Davies, M., Charlton, M.&Polesel, J. (1997). Who wins at school: Which boys, which girls? In J.Kenway (Ed.) Will boys be boys? Boys education in the context of gender reform (pp. 8-12). Deakin West, ACT: Australian Curriculum Studies Association. (An e-reading book)
  • Unterhalter, E. (2007). Gender, schooling and global social justice. New York, N.Y.: Routledge, 2007.

    Examples of school practice

Gifted Learners

In the main, classrooms in Victorian state schools are made up of students with mixed-abilities. This means that as a teacher you will need to be able to cater for all learners – from those with learning difficulties to those who are gifted.


Program Information

Strategies



Websites

Publications

  • Davis, G. A.,&Colangelo, N. (2003).Handbook of gifted education. Gifted education (3rd ed.). Boston: Allyn and Bacon.
    Framework for Gifted Education (Queensland Government) (PDF 148 KB)
  • Maccagnano, A. (2007). Identifying and enhancing the strengths of gifted learners, K-8: Easy-to-use activities and lessons. Thousand Oaks, Calif.: Corwin Press.

Examples of school practice

Indigenous Learners

In recognition of our past “poor record” regarding indigenous education, there are currently a range of initiatives designed to give greater voice to Indigenous culture and perspectives.


Policies / Guidelines

Indigenous Portal

Strategies

Websites

Indigenous Organizations

Teaching Approaches

Publications

  • Gray, B. N. (2007). Accelerating the literacy development of indigenous students: the National Accelerated Literacy Program (NALP). Darwin, N.T.: Charles Darwin University Press.
  • Harrison, N. (2008). Teaching and learning in indigenous education. Melbourne, Vic: Oxford University Press.
  • Howard, P.,&Perry, B. (2006). Issues in Teaching Mathematics to Aboriginal Students (PDF 107 KB). Retrieved 1 October, 2008

Examples of school practice

Socio-Economic Status

Research clearly suggests that there is a link between a student’s socio-economic status and her performance in school. As teachers we can aim to create a ‘more level playing field’.

Policies

Strategies

Websites

Publications

Special Needs

In our classrooms we need to be able to cater for the needs of all students, including those who have special needs.


Policies / Guidelines



Strategies

Websites

Publications

  • Cullinan, D. (2007). Students with emotional and behavioral disorders: An introduction for teachers and other helping professionals. 2nd ed. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
  • Elkins, J.&Ashman, A. F. (2005). Educating children with diverse abilities (2nd ed.) Frenchs Forest, NSW: Pearson Education Australia.
  • Lewis, R. (2006). Teaching special students in general education classrooms (7th ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. (also in audio format)

Particular Groups


Autism

ADHD

Students at Risk

Some of the students in our classrooms are ‘at risk’ – or engage in ‘risky behaviours such as self-harm, drugs and sexual activity.


Policies&Guidelines

Strategies

Websites

Publications

  • Dwyer, P. & Wyn, J. (2001). Outside the mainstream. In Youth. Education and risk: Facing the future (pp.35-56). London: Routledge Falmer. (available as an e-reading)
  • Vaughn, S. (2007). Teaching students who are exceptional, diverse, and at risk students in the general education classroom (4th ed.). Boston: Pearson Allyn & Bacon.

Values Education, Equal Opportunity & Human Rights

It is imperative that schools of today provide an education for all students. In the current climate, there is an increasing interest in ensuring that schools foster values such as: cooperation, tolerance and empathy.

Policies / Guidelines

Strategies

Websites

Publications

  • Dobozy, E. (2007). The learning of democratic values: How four ’out-of-the-ordinary’ schools do it. Frenchs Forest, N.S.W.: Pearson Education Australia.
  • Freire, P. (2007). Daring to dream: Toward a pedagogy of the unfinished. Boulder, CO : Paradigm Publishers.
  • Halstead, J. (2006). Citizenship and moral education: Values in action. London; New York: Routledge,
  • Hicks, D. (2007). Teaching the global dimension: Key principles and effective practice. London; New York: Routledge.
  • MacBeath, J. & Moos, L. (2004). Democratic learning: The challenge to school effectiveness. London; New York: RoutledgeFalmer, 2004.
  • Russell, T. & Loughran, J. (Eds) (2007). Enacting a pedagogy of teacher education: Values, relationships, and practices. Abingdon, Oxon; New York : Routledge.

Examples of school practice

Learning Theories & Frameworks

Our actions as teachers are influenced by our theoretical views of learning.  From this site you can access some of the key theorists in learning some of the key theories and some of the key learning frameworks.

Learning Frameworks

There are many learning frameworks that can guide our actions in the classroom. Following the links provided to some of the more well known or influential ones including Bloom’s Taxonomy that has been used in classrooms for over forty years, and Howard Gardner’s theory of Multiple Intelligences.


Websites / Portals

Learning Concepts, Approaches and Preferences


Bloom’s Taxonomy


Benjamin Bloom

Concept Mapping

Deep and Surface Learning


Ference Marton, Roger Säljö

Emotional Intelligence

Daniel Goleman

Cooperative learning

Roger T. Johnson, David W. Johnson,Spencer Kagan, Robert E. Slavin

Inquiry learning


Kath Murdoch

Lateral thinking


Edward De Bono

  • Edward De Bono (homepage)
  • De Bono, E. (2004). De Bono’s thinking course. London: BBC Books.
  • De Bono, E. (1990). Lateral thinking: Creativity step by step. New York: Harper & Row.

Learning Styles and Preferences

Metacognition: Thinking about thinking

Multiple Intelligences


Howard Gardner

Problem Based Learning (PBL)

Situated Learning / Communities of Practice


Jean Lave, Etienne Wenger

  • Communities of practice: a brief introduction (Etienne Wenger)
  • Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
  • Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
  • Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Learning Theories & Theorists

Theory underpins all that we do in the classroom! There are many theories that offer to explain ‘learning’ and some are more influential than others. From this site you can access some of the common theories and theorists that underpin current practice in schools or have had a strong influence in the past.


General Websites and Portals

Learning theories and theorists


Activity Theory


Lev Vygotsky (based on)

Behaviourism


Stimulus Response (S-R) theorists :


Clark L. Hull, B. F. Skinner, Edward L. Thorndike


Behaviouristic theorists :


James B. Watson


Associationism theorists :


Ivan P. Pavlov, Edwin R. Guthrie

Brain Theory

Classical Conditioning (see behaviourism)


Pavlov

Cognitive Learning Theory


Jerome Bruner (also Constructivism)

  • Jerome Bruner A Web Overview
  • Bruner, J. (1996). The Culture of Education, Cambridge: Harvard University Press.
  • Bruner, J. (1977). The Process of Education, Cambridge: Harvard University Press.
  • Bruner, J. (1991). Acts of Meaning, Cambridge: Harvard University Press.
  • Bruner, J, (1987). Actual Minds, Possible Worlds, Cambridge: Harvard University Press.
  • Bruner, J. S., Goodnow, J.&Austin, G. (1965/1986). A study of thinking. New Brunswick, N.J.: Transaction Books

Cognitive Development Theory


Jean Piaget

Cognitive Dissonance Theory


L. Festinger

  • Cognitive Dissonance
  • Festinger, L (1957). A Theory of Cognitive Dissonance. Evanston, Ill; Row Peterson.

Conditions of Learning


Robert Gagne

Constructivism


Jerome Bruner, Jean Piaget

Constructivism - Social


Lev Vygotsky

Dual-Coding Theory


Allan Paivio

Experiential Learning Theory


David Kolb, Carl Rogers, John Dewey

Gestalt Theory


Max Wertheimer (1880-1943)

Holistic Learning Theory


Ron Miller

Information Processing Theory


George A. Miller

Instrumentalism (also pragmatism)


John Dewey (also Experiential Learning)

Operant Conditioning (see also Behaviourism)


B. F. Skinner

Paulo Freire's Educational Theory


Paulo Freire

  • Paulo Freire's Educational Theory
  • Freire, P. (1987). Pedagogy of the Oppressed, (Trans. M. B. Ramos). New York, NY: The Continuum Publishing Corporation,
  • Freire, P. (1985). The Politics of Education: Culture, Power, and Liberation, (Trans D. Macedo) London: Macmillan.

Schema theory of learning


Richard C. Anderson

Zone of Proximal Development (ZPD) / Scaffolding


Lev. S. Vygotsky (1896-1934)

Planning Lessons & Units of Work

Follow these links to templates and samples – some of which have been produced by Teacher Education students.

Sample Lessons

Being able to plan for learning is a key part of teaching. There are many approaches to lesson planning and various formats that you can use.

Lesson Plan Templates

Templates A&B
Two simple templates are housed on this site. The first template organises a lesson into Aims/objectives, Assessment, Time, Activities, Resources/Teacher noes. The other template has additional areas including Content/learning, Inclusive practices, Links to curriculum and Evaluation
Template C (Word)
Two templates – in read only versions. One template relates to planning a lesson as part of a unit and invites notes in areas such as Key Question, Declarative outcomes, Procedural outcomes, Other considerations(e.g. cater for different learning styles), and Assessment, evaluation and reflection. The other template relates more to the lesson proper and includes three broad areas: The hook, Focussed learning and Drawing together of the pieces – as well as sub areas within each of these.
VE&T Way to Go - Lesson Plans
This site – housed on the DEECD website enables oyu to access lesson plans – with accompanying support materials (class room handouts) – relating to Vocational Education and Training. These lesson plans are organised by Year Level – Year 6 – 10.

Sample lesson plans

New for old - Level 6 Sample Unit - Activity 1: Visual text analysis (VELS)
This unit sample shows you how you can plan lessons explicitly in relation to VELS. Other samples are housed on this site. Relevant to Victorian teachers.
Designing for a client - Level 6 Sample Unit - Activity 6: Making the product and evaluating use of time (VELS)
This unit sample shows you how you can plan lessons explicitly in relation to VELS. Other samples are housed on this site. Relevant to Victorian teachers.

Resources

How to Write Lesson Plans
American site – but useful. Housed are various lesson plan templates, readings and related articles – such as What does a great lesson plan look like.
Lesson Plan Ideas (innovated)
A treasure trove! Site advertises itself as offering innovative and creative lesson plans. Has a searchable index to help you locate lesson plans related to English, Science, SOSE and Creative Arts. Heaps of plans!
Five Common Mistakes in Writing Lesson Plans (and how to avoid them) (Education Oasis, US)
A not for profit site. Gives hints to help with lesson planning. Also has lots of lesson plans organised into several subject areas.

Literature

  • Serdyukov, P.&Ryan, M. (2008). Writing effective lesson plans: the 5-star approach. Boston: Pearson Allyn and Bacon,
  • Walker, D. (2007). Teaching strategies for active learning: Five essentials for your teaching plan. Thousand Oaks, Calif.: Corwin Press.

Sample Units

There are lots of approaches to designing a unit of work . some start with a theme, while others start with a topic, a key idea, or a big question. Learning how to design units of work is an essential aspect of teaching.


Key references

Sample units

Resources



Literature

Teaching Strategies

As teachers we need to have a diverse skill set.  Access here to find out some more about some of these strategies.

Classroom Management

Being able to ‘manage’ your classroom – in order to provide a safe and productive learning environment for all learners to learn is a key part of teaching.


Guidelines

Portals / multiple links

  • Classroom management (ACHPER / SA)
    Lots of weblinks to sites related to classroom management are provided on this site. You’ll need to consider or define your search in order to make use of these links. Many are American.
  • Classroom Management (National Education Association)
    Highly useful – although you’ll need to search carefully. Provides access to resources about all sorts of aspects of classroom management including how to arrange your classroom, monitoring behaviour, strategies to use at the start of the year, and ways of establishing classroom rules. American.
  • Sites that Help Classroom Teachers
    Useful but you’ll need to search carefully. Lots of links to tips about handling difficult students, developing a discipline plan and anger management.
  • The Really Big List of Classroom Management Resources

Strategies

Literature

  • Hardin, Carlette J. (2008). Effective classroom management: models and strategies for today’s classrooms (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
  • Overall, Lyn. Sangster, Margaret (2003). The secondary teacher's handbook. London New York: Continuum.
  • Burgoyne, U.&Hull, O. (2007). Classroom management strategies to address the needs of Sudanese refugee learners www.ncver.edu.au/research/proj/nr5l06.doc Accessed October, 2008.

Practice in Schools


Feedback

Giving students feedback on their learning is a key part of teaching. Feedback can be informal – such as a smile - and formal through written comments on assignment. Learning how to give effective feedback – that enables learners to know how they can improve their learning is important.


Guidelines

Feedback Strategies

Websites

Literature

  • Hughes, Carolyn Carter, Erik W (2008) Peer buddy programs for successful secondary school inclusion. Baltimore, Md: Paul H. Brookes Pub.

Practice in schools

Groupwork and Collaborative Learning

As teachers we need to teach our students how to work with others in effective ways. Planning for group-based learning should be embedded within our curriculum planning. (see also Cooperative Learning in Learning Frameworks)


Guidelines

Strategies

Websites

Practice in Schools

Literature

  • Brady, Laurie (2006). Collaborative learning in action. Frenchs Forest, N.S.W.: Pearson, Prentice Hall.

Questioning

As teachers we use questioning to help support student learning. We should plan for and use a range of questioning strategies in our practice – questions that are open, closed and hypothetical, or ‘what if’ type.


Guidelines

Websites

Practice in Schools


Publications

  • Godinho, S.&Wilson, J. (2008). Helping your pupils to ask questions. New York: Routledge,
  • Ash, Eve&Quarry, Peter (2007). The art of questioning [videorecording 29 min]. New York: Ash Quarry Productions, Insight Media (Firm)
  • Larson, Bruce E.&Keiper, Timothy A. (2007). Instructional strategies for middle and high school. New York : Routledge.

Reflection

Students need to be able to effectively reflect on their own learning – to consider knowledge and skills they have learned and how they feel about their own learning. Reflection is a core part of the VELS framework.


Guidelines

Websites

The Reflective Teacher

Literature

  • Artzt, A. F., Armour-Thomas, E.&Curcio, F. (2008). (2nd Ed). Becoming a reflective mathematics teacher: A guide for observations and self-assessment. New York: Lawrence Erlbaum Associates.
  • Boud, D. Keogh, R.&Walker, D. (Eds.) (1985) Reflection. Turning experience into learning, London: Kogan.
  • Schön, D. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith
  • Wilson, Jeni (2008). Smart thinking: Developing reflection and metacognition. Carlton South: Curriculum Corporation.

Assessment

Best practice in assessment requires the integration of :

Policies / Guidelines


Victorian Curriculum and Assessment Authority (VCAA)

Department of Education and Early Childhood Development (DEECD)

National Assessment Program Literacy and Numeracy (Naplan)

Websites

Authentic Assessment

Student self and peer assessment

Assessment in a particular discipline

Assessment rubrics

Online publications

Publications

Examples of school practice

Disciplines & Interdisciplines

From here you can access some key strategies about teaching in a particular discipline and teaching across disciplines. 

Disciplines

Follow these links to access key strategies about teaching in a particular discipline.

English and Languages Other than English

Policies / Guidelines


English

Languages other than English (LOTE)

Websites and Publications


English

Languages other than English (also ESL)

Mathematics

Policies / Guidelines

Websites

Publications

  • Australia's Teachers: Australia's Future - Advancing Innovation, Science, Technology and Mathematics Committee for the Review of Teaching and Teacher Education - October 2003
  • Allsopp, David K, Maggie M.&Lovin, LouAnn H. (2007). Teaching mathematics meaningfully: Solutions for reaching struggling learners. Baltimore, Md.: Paul H. Brookes Pub.
  • Artzt, Alice F., Armour-Thomas, Eleanor, C.&Frances R. (2008). Becoming a reflective mathematics teacher: A guide for observations and self-assessment (2nd ed.). New York: Lawrence Erlbaum Associates.
  • Cowan, Pamela (2006). Teaching mathematics: A handbook for primary and secondary school teachers. New York: Routledge. Available on WWW (library access).
    Dowsey, John (2007). MathsWorld further mathematics. Units 3&4: Teacher edition. South Yarra, Vic.: Macmillan Education Australia.
  • Evans, Michael, Lipson, Kay & Wallace, Douglas (2006). Essential mathematical methods 1 and 2: teacher CD-ROM (5th ed.) Cambridge; Port Melbourne, Vic.: Cambridge University Press.
  • Goldberg, Kenneth P. (2007). Using technology for problem solving in middle and high school mathematics: Investigations using scientific and graphing calculators, spreadsheets, and the Geometer’s Sketchpad. Upper Saddle River, NJ; Harlow: Merrill Prentice Hall.
  • Goos, Merrilyn, Stillman, Gloria & Vale, Colleen (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin.
  • Greenes, Carole E. & Rubenstein, Rheta N. P. (2008). Algebra and algebraic thinking in school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Huetinck, Linda & Munshin, Sara N. (2008). Teaching mathematics for the 21st century: Methods and activities for grades 6-12 (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
  • O’Connor, Michael (2006). Foundation mathematics [electronic resource]: teacher support CD (2nd ed.) South Melbourne, Vic.: Oxford University Press.
  • Overholt, James L., Aaberg, Nancy & Lindsey, Jim (2008). Math stories for problem solving success: Ready-to-use activities based on real-life situations, grades 6-12 (2nd ed.) San Francisco, CA: Jossey-Bass.

The Arts

Policies / Guidelines


Arts (general)

Visual Art / Art&Design

Dance

Music

Drama

Websites


Arts (inclusive)

Visual Art / Art&Design

Dance

Music

Drama

Publications


Visual Art / Art&Design

  • Addison, Nicholas&Burgess, Lesley (2007). Learning to teach art and design in the secondary school: A companion to school experience (2nd ed.) London; New York: Routledge.

Dance

  • Kassing, Gayle&Jay, Danielle M. (2003). Dance teaching methods and curriculum design. Champaign, IL; Leeds: Human Kinetics.
    McGreevy-Nichols, Susan (2005). Building dances: A guide to putting movements together (2nd ed.) Champaign, IL: Human Kinetics.

Music

  • Finney, John & Burnard, Pamela (2007). Music education with digital technology. London; New York: Continuum.

Drama

  • Lewis, Martin & Rainer, John (2005). Teaching classroom drama and theatre: Practical projects for secondary schools. London: New York, NY: RoutledgeFalmer

The Humanities: Economics, Geography & History

Policies / Guidelines


Economics

Geography

History

Resources


Economics

Geography

History

Multi-Discipline

Publications


Social Studies (general)

  • Berson, Michael J. (2007). Social studies on the Internet (3rd ed.) Upper Saddle River, N.J.: Pearson Merrill Prentice Hall
  • Chapin, June R. (2007). A practical guide to middle and secondary social studies (2nd ed). Boston: Pearson Allyn&Bacon.
  • Mallein, Darla J. (2007). A handbook of activities for secondary social studies methods. Boston: Pearson
  • Wildy, M., Calder, M., Smith, F.&Carlin, J. (2007). Teaching about other countries: A teaching model for primary and middle school teachers. Adelaide, S. Aust: Global Education Centre.

Geography

  • Australians Need Geography (Links to PDF DocumentPDF 2.1 MB)(Geography Teachers’ Association)
  • Morgan, John & Lambert, David (2005). Geography: teaching school subjects 11-19. London: Routledge, 2005.

Economics

  • Carmichael, Richard E. (2006). Economics for everyone: An introduction to economics. Baltimore, Md. PublishAmerica
  • DesJardins, Joseph R. (2007). Business, ethics, and the environment: Imagining a sustainable future. Upper Saddle River, NJ: Prentice Hall.

History

  • Hunt, Martin (2007). A practical guide to teaching history in the secondary school. London: Routledge, 2007.

Examples of school practice


Geography

The Sciences

Policies / Guidelines

Websites


Science (general)

Biology

Chemistry

Environment

Physics


Publications

Interdisciplines

Follow these links to access key strategies for teaching across disciplines.

Civics & Citizenship

Policies / Guidelines

Websites

Peace Education

United Nations

Publications

Health & Physical Education

Policies / Guidelines

Websites

Publications

  • Health and Physical Education (Australian Publishers by Category)
  • Hoeger, Werner W. K.&Hoeger, Sharon A. (2009). Fitness and wellness (8th ed.) Belmont, CA : Wadsworth Cengage Learning.
  • Littlewood, Katherine & Malpeli, Robert (2006). Nelson physical education. VCE units (4th ed.) South Melbourne, Vic: Thomson Nelson, 2006.
  • Victorian Curriculum and Assessment Authority (2003). Health and physical education annotated work samples. East Melbourne: Victorian Curriculum and Assessment Authority.
  • Victorian Smoking and Health Program (1989). Be smart, don’t start: A smoking prevention education program resource for teachers (Rev [2nd?] ed. Carlton South, Vic.: Victorian Smoking and Health Program.

ICT (Information Communication Technology)

"This section has been assembled to help you become familiar with some of the ICT applications commonly used in Victorian schools" Kathy Jordan.


 It has been organised into subsections such as Blogs, and Wikis.  Within each of these subsections you will find information/links to:

  • A definition or overview of educational purposes of this application
  • Classroom examples
  • Hint sheets on how to use the application
  • Some readings

Blogs

A definition or overview of educational purposes of this application

The word Blog is derived from the combination of the words ‘web’ and ‘log’. Originally set up as a way for web-users to record their favourite sites, blogs are now more often used as log or diary. Thus their purpose is to write for an audience and to encourage feedback from their audience. For a basic outline of what they are and how they work, view the short ‘you tube’ video or see . To search for blogs use: Google Blogsearch or Technocrati.

Classroom examples

Hint sheets on how to use the application

  • Edu blogs: free blogs and instructions for how to set up, geared towards educators
  • The Edublogger: Tips and help using web 2.0 technologies and edublogs
  • The Education Channel - all about blogs, joining a blog and examples of outstanding blogs.
  • Education.au: Funded by all Australian governments to develop technology solutions to support Australian government priorities in education, training and careers. Search using the filter tags

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Downes, S. (2004). Educational blogging. Educause Sep/OCT 2004, p14- 26
    [Offers definitions and history of blogging, with some attention to classroom use and the broader benefits of blogging]
  • Knoble, M.&Lankshear, C. (2004). Planning pedagogy for i-mode: From flogging to blogging via wi-fi. English in Australia, 139, p 78-102. Available from online resources
    [A lengthy exploration of contemporary social practices and computer mediated communication more generally, addressing blogging’s place within the “new literacies”]
  • McLeay, J. (2007). Why blog with students? ICT in Education, 30(1), p 20-21
    [A short article listing the positives of blogs from a teacher’s point of view]
  • O’Donnell, M. (2006). Blogging as pedagogic practice: artefact and ecology, Asia Pacific Media Educator, 17, p 5-19
    [A more academic paper, full of great insights from recent scholarship]
  • Poling, C. (2005). Blog on. Building communication and collaboration among staff and students. Learning and leading with technology, 32(6), p 12-15
    [Not reviewed]
  • Trammell, K. D. & Ferdig, R.E. (2004). Pedagogical implications of classroom blogging. Academic Exchange, Winter 2004, p 60-64
    [Great short article which discusses the benefits and concerns of blogs as an educational tool, with a practical approach]

Collaborative projects / Exchange projects

A definition or overview of educational purposes of this application

Exchange type projects first began in the late 1980s early 1990s in America with the development of early email applications and telnet. These were commonly used as a means for teachers and their classes to exchange information or collaborate together on a project – sometimes scientific. Early exchange projects were typically run by a few teachers who had technical expertise and access or were run by purpose built networks (such as the FR network) or non-profit organizations – and were seen as a means for students of different countries to communicate together - often with philanthropic underpinnings. I*EARN was one such non-profit organization that set up a network – and was used by Victorian students in the mid 1990’s. Exchange type projects are common in primary schools such as the Teddy Bear project. See also http://www.education.vic.gov.au/teacher/Global/vicglobal.htm

Classroom examples

  • Global School Net
    Not for profit organization, American. Has over 100, 000 registered users in over 100 countries. Began as the Free Educational Mail (FrEd Mail) Network developed by teachers Al Rogers and Yvonne Marie Andres. Also incorporates the Global Schoolhouse Project, that began in 1992. Membership required - free
  • I*EARN 
    Not for profit organization. Started in 1988. Its aim is to use collaborative projects to make a difference in the world. Incorporates Margaret Riel’s Learning circles.
  • Great Apes Project
    An online collaborative project for children of the world to discuss issues and raise awareness of the plight of the great apes.
  • Oz Projects
    Australian site that features Australian online collaborative projects. A sibling site of EdNA and is managed by education.a
  • Oz Teacher Net
    Australian. Established in 1995 to support professional development and curriculum design. Managed by Research in Information Technology Education at QUT.
  • Epals
    American. Established in 1996. Focuses on classroom to classroom pen pal type exchanges. Involves students from over 100 countries. Registration needed.
  • The Global Gateway
    UK. Involves students from around the world. Requires registration.

Hint sheets on how to use the application

  • Oz Projects: tips, template etc for planning and running an online project

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Carter, B. (n.d). Global collaborative projects. (An online paper written for Professional Voice, a publication of the Australian Education Union) Retrieved 30 October, 2008 from www.iearn.org.au/articler.htm
    [A short article that comments, from a teacher’s perspective, on the many positives offered by such projects, particularly the benefits of a “project culture” and the commitment this can entice from students]
  • Coulter, B., Feldman, A.&Konold, C. (2000). Rethinking online adventures. Learning and Leading with Technology, 28 (1), p42-47
    [Although dated, this short article offers a critical guide to ensure that internet-based activities genuinely add to students’ learning]
  • Fabos, B. & Young, M. (1999). Telecommunication in the classroom: Rhetoric versus reality. Review of Educational Research, 69 (3), p217-259
    [A lengthy article which analyses and challenges some of the optimistic claims about such projects. Although dated, this article provides balance and raises some difficult questions]
  • Gragert, E. (2000). Expanding international education through the internet: No longer limited to the global studies and language curriculum. Washington, DC: White paper prepared for the Secretary of Education’s Conference on Technology in Education. Retrieved 30 October, 2008 from http://www.ed.gov/rschstat/eval/tech/techconf00/edgragert.pdf
    [Written by the director of I*EARN-USA, this paper lays particular emphasis on the peer interaction that lies at the heart of collaborative projects – offering, overall, a very positive picture]
  • Harris, J. (2000). Taboo topic no longer. Why telecollaborative projects sometimes fail. Learning and Leading with Technology, 27 (5), p58-61.
    [Not reviewed]
  • Maguth, B. (2008). Connecting students globally: The effects of infusing technology into the global classroom. In K McFerrin et al (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference. Chesapeake, VA: AACE, p4916-4923. Retrieved 30 October, 2008 from http://www/editlib.org/index.cfm?fuseaction=Reader.ViewFullText&paper_id....
    [A shorter article addressing the use of technology to infuse global connectedness, with some attention to the need for teachers to have a critical eye].

Interactive Whiteboards

A definition or overview of educational purposes of this application

Often referred to by brand names such as “Smartboard” an IWB (Interactive White Board) involves the image generated by a computer being projected onto a touch sensitive screen the size of a conventional whiteboard, where a touch is the equivalent to a mouse click. Each IWB within a school can be networked together allowing files to be shared between classes, each with access to the Internet.

Classroom examples

  • Richardson Primary School, ACT
    This school has been integrating Interactive Whiteboard technology into classrooms since early in 2002. Since this time Richardson Primary has been acknowledged as a path finding school with regards to the use of this technology to enhance student learning. The following links are to papers written about Richardson's IWB initiative. (And see readings below for further publications):
  • Pedagogy underpinning enhanced teaching using an IWB in a P-3 context (Links to PDF DocumentPDF 1.4 MB)
    This paper was presented as part of the 2006 National School’s Conference: Early Childhood Education P-3, May 2006, Powerhouse Museum, Sydney.
  • Using IWBs to enhance Maths teaching (324 KB)
    This paper was first Published in Australian Primary Mathematics Classroom – Journal of the Australian Association of Mathematics Teachers, Volume 11 Number 2, 2006.

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Erikson, D.&Grant, W. (2007). Student perceptions of IWBs as a teaching and learning medium. Australian Educational Computing, 22 (2), p10-16
    [Australian research which focuses on students’ metacognition in relation to the use of IWBs
  • Kearney, M. & Schuck, S. (2008). Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing, 23 (1), p8-13
    [This article explores the use of IWBs in six Australian school settings (primary and secondary), with focus on the interactions between the new technology, pedagogy and the social conditions of the classroom. It raises important questions regarding the current tendency for IWBs to be used as a demonstration tool, thus reflecting “traditional, didactic pedagogies” (ie. whole class, teacher-centred interactions) and how “the formation of new pedagogies is vital if we are to use them to their fullest potential” (p12)]
  • Kennewell, S. (2006). Reflections on the interactive whiteboard phenomenon: a synthesis of research from the UK. Paper presented at the AARE conference, Adelaide, Australia, 26-30 November 2006. Retrieved 5 November 2008.
    [A really useful overview of issues; although UK based, still relevant to Australian conditions
  • O’Hanlon, C. (2007). Board certified: only with the right training can teachers use interactive whiteboards to bring the learning environment to life. THE Journal, 34 (6), p30-35
    [A short article emphasising the need for teacher training
  • Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, p91-101
    [Although again UK-based, a useful review of the overwhelmingly positive views about the impact and potential of IWBs – raises some useful questions]

Richardson Primary School, ACT, further publications:

  • e-Teaching and Interactive Whiteboards (Links to PDF DocumentPDF 470 KB)
    This paper was presented as part of the Australian Computers in Education Conference - Adelaide 2004
  • e-Teaching: The Elusive Promise (Links to PDF DocumentPDF 330 KB)
    This paper was presented as part of the 15th International Conference of the Society for Information Technology and Teacher Education (SITE 2004) Atlanta, USA, March 2004.
  • See also the “Professional Reading” link on IWBs at EdNA

Learning Objects / Digital Content

A definition or overview of educational purposes of this application

Devised to aid learning, learning objects such as those developed by The Le@rning Federation are interactive multimedia resources intended to be used as learning supports in all Australian contexts. Learning objects (LOs) are designed as stand-alone interactive learning activities, often integrating a variety of media such as text, sound, animation, and graphics. LOs are designed to be reusable in multiple settings and for multiple purposes; and are potentially recruitable into classroom units of work. They are designed to be engaging and are intended to encourage active and authentic learning. See “Using Digital Learning Objects in Schools” at http://www.education.vic.gov.au/studentlearning/teachingresources/ict/le...

Some examples:

  • See sample unit plans that have been developed to demonstrate how learning objects and Kahootz can be integrated into curriculum programs
    • Unit Plan: Fishy Business (PDF - 579KB)
    • Unit Plan: The Good Life (PDF - 131KB)
    • Unit Plan: People Power (PDF - 318KB)
  • See “Teachers Favourites” at The Le@rning Federation website:
  • The Le@rning Federation (in more detail)
    A site owned by all federal and state education departments in Australia and New Zealand, across all sectors. The Le@rning Federation develops free online curriculum content for all Australian and New Zealand schools and delivers it to educational jurisdictions. The project is a collaborative initiative of all Australian and New Zealand education ministers. Select ‘For Teachers’.

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Coghill, G. (2006). TLF learning objects in science classrooms. Teaching science, 52 (4), 42-44
    [A great place to start, this article is short and introductory]
  • Freebody, P., McRae, D.,&Freebody, K. (2006). The Le@rning Federation’s online initiative: Lessons from teachers on change, technologies, and learning about English and literacy. English in Australia, 41(1), 48-56.
    [A longer article, but still a highly accessible overview of the role that LOs can potentially play in literacy and in classrooms more generally]
  • Kay, R. & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24, p447-461
    [A formal research paper, but with useful conclusions as to the implementation of LOs in secondary classrooms]
  • Nurmi, A. & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31 (3), p269-285
    [Provides a critical view of LOs, particularly highlighting the reductionist views of teaching and learning that underpin the LO model]
  • Schibeci, R., Lake, D., Phillips, R. Lowe, K., Cummings, R., Miller, E. (2008). Evaluating the use of learning objects in Australian and New Zealand schools. Computers & Education, 50, p271-283
    [Again, a formal research paper, but with useful conclusions]
  • See The Le@rning Federation Website for research papers and commentary, for example:

Other Resources and Software

Software

  • Adobe Buzzword (free)
    Adobe® Buzzword® is an online word processor, for writing reports, proposals, and anything else you need to access online or work on with others. It looks and behaves like your normal desktop word processor, but it operates inside a web browser, so there's no installation required.
  • Adobe Reader
    Read PDF files
  • Animoto
    Animoto takes your uploaded pictures and mixes them into a slideshow. You can upload music of your own or choose from their library to complement your video. Forum discussion.
  • Audacity
    Audacity is free, open source software for recording and editing sounds.
  • AoA Audio Extractor
    AoA Audio Extractor is a tool to extract audio/sound or background music from video files.
  • Bubbl.us
    Bubbl.us is a free web application that lets you brainstorm online. Forum discussion.
  • Cam Studio
    Free software.
    CamStudio enables you to record all screen and audio activity on your computer
  • CutePDF Writer
    Free software to make PDF files
  • Flickr
    Free online photo management and sharing application.
  • The Free Software Directory
    The Free Software Directory catalogs free software
  • Google Docs (free)
    Create documents, spreadsheets and presentations online
  • Google SketchUp
  • Icon Editor
    Icon Editor enables you to manage icons on your system, and provides image-editing features such as effects, filters, rotation, and cropping
  • Kidspiration
    Kidspiration V2.1- published by Inspiration Software Inc
    This software product helps students see, organize and develop their ideas.
  • MARVIN
    Marvin uses customised 3D animated characters to communicate important information to community based audiences.
  • Ning
    A platform to create a social network site. For teachers there is an educational Ning page: http://education.ning.com
  • Open Source Victoria
    Catalog of Free and Open Source Software for Education.
  • Photo Slideshow Maker
    Freeware
  • Photostage Slideshow Software
    Enables you to create a slideshow from your digital photos
  • Second Life
    Developed by San Franciso based company Linden Lab, Second Life is an online 3D virtual world currently gaining in popularity around the world. Second Life allows users or 'residents' to come together to interact, play, learn, do business and communicate in an online environment which is 100% user owned and created.
  • SlideShare
  • Wetpaint
    Wetpaint offers free wiki software for educators.
  • WiziQ
    WiZiQ is a free conferencing tool

Podcasts

A definition or overview of educational purposes of this application

Podcasts are a more recent use of ICT in schools.  A podcast is a piece of audio (sound file) which can be saved to your computer – and then listened to via your computer, iPod or other media players - even a mobile phone.  For a further explanation, watch this simple video Podcasting in plain English created by Lee and Sachi Lefever at Commoncraft.com.” (From http://www.education.vic.gov.au/teacher/Global/podcasting.htm)

Classroom examples

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Atkinson, R. (2006). Podcasting: do you really need to know? HERDSA News, 28 (2), p20-22. Retrieved 4 November, 2008
    [A light hearted look at the negatives of podcasting, but with useful discussion along the way]
  • Campbell, G. (2005) There’s something in the air: podcasting in education. EDUCAUSE Review, 40 (6), p32-47. Retrieved 5 November, 2008 from
    [A very easy to read article discussing the rapid growth in podcasting and its benefits for educators – as a particularly powerful form of communication]
  • Mikat, R., Martinez, R&Jorstad, J. (2007). Podcasting for your class (Technology Tips). Journal of Physical Education, Recreation & Dance, 78 (5), p14-17
    [Very short article, a “how to” guide, with a brief outline of benefits]
  • Lee, M., McLoughlin, C., & Chan, A. (2008). Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39 (3), p501-521. (See also Australian Educational Computing, 21 (2) 2006, for a shorter article on the same project by these authors). [Although tertiary-focused, this article reports on the learning benefits of students creating their own podcasts – particularly metacognitive benefits]

Powerpoint

A definition or overview of educational purposes of this application

PowerPoint- part of the Microsoft Office suite - was initially developed for business applications as an aid to making presentations – but is one of the most popular applications in schools. There has been some criticism of this use of technology, for detail, see readings below.

Classroom examples

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

Research – Internet Research

A definition or overview of educational purposes of this application

Asking students to conduct research on the internet is a frequent task set by teachers. However students need to be taught how to do this: not only how to find information (such as by using key word searches) but also how to critically evaluate the information that they find. There are numerous useful web resources – as listed below.

Classroom examples

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Bradshaw, A., Bishop, J., Gens, L., Miller, S.,&Rogers, M., (2002). The relationship of the World Wide Web to thinking skills. Educational Media International, 39, p275-284
    [Discusses the potential, and importantly, the potential problems, of incorporating the World Wide Web into classrooms. Points to webquests as a useful way to structure student learning and to foster complex thinking skills]
  • Eagleton, M. & Guinee, K (2002). Strategies for supporting student internet inquiry. New England Reading Association Journal, 38 (2) p39-47.
    [Provides tips for supporting students – essential strategies and skills for teachers and students – and shares some classroom activities to prepare students for successful online searching]
  • Harris, R. (1997, updated 2007). Evaluating internet research sources. Retrieved 10 November, 2008 from
    [Provides advice on how to screen and evaluate web-based information, with the acronym CARS as a checklist for: Credibility, Accuracy, Reasonableness and Support]
  • Salpeter, J. (2008). Make students info literate: there remains a larger challenge for schools: how to develop a new generation of knowledgeable digital citizens who can operate in the unregulated online world. Technology & Learning, 28 (10), p24-28
    [A short, contemporary article with simple ideas for engaging students in critical web-based activities]
  • Smith, Alastair G. (1997). Testing the surf: Criteria for evaluating internet information resources. The Public-Access Computer Systems Review, 8 (3). Retrieved 8 November, 2008
    [A perennial guide to assessing the quality of websites]

Webquests

A definition or overview of educational purposes of this application


Developed by Bernie Dodge and Tom March of San Diego State University in 1995 as a means of facilitating inquiry-based learning, webquests are based on a quest or a challenge that students undertake by conducting research. Webquests have a structure: introduction, task, process, resources, evaluation and conclusion.


Classroom examples

Hint sheets on how to use the application


From these sites you can find lots of webquests – useful resources – how to make, etc:

Some readings


[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Erdogan, H. (2008). A good teaching technique: WebQuests. The Clearing House, 81 (3), p109-111.
    [Useful, short and introductory article, mentions strengths, weaknesses and challenges for teachers of webquests]
  • Ikpeze, C & Boyd, F. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with webquests. The Reading Teacher, 60 (7), p644-655
    [A longer research article, outlining the many positives of webquests, particularly to foster complex thinking skills - among them “thoughtful literacy” - with some attention to potential problems and pitfalls in classroom use]
  • March, T. (2004). What webquests are (really). (Originally published in ASCD's Educational Leadership). Retrieved 10 November, 2008 from
    [Pries apart and discusses the key components of what constitutes a great webquest, and why]
  • March, T. (2007). Revisiting webquests in a web 2 world. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1-17. Available from http://www.tommarch.com/writings/ along with other great articles by this author.
    [Reiterates the key features of an effective webquest and identifies new dimensions of learning through Web 2 applications]
  • Molebash, P. & Dodge, B. (2003). Kickstarting inquiry with webquests and web inquiry projects. Social Education, 67 (3) p158-62.
    [Discusses the WIP (Web Inquiry Project): a less structured, less scaffolded form of web based research than the webquest, further along the inquiry model continuum, fostering greater student independence]

Websites/Web publishing

A definition or overview of educational purposes of this application

For many years teachers have encouraged students to set up websites – or contribute to a class website – as a means to ‘showcase’ or publish their learning. In the early 1990’s students needed to use HTML in order to do this – however the introduction of text editors has made this need almost redundant. There are various editors commonly used in schools.

Classroom examples

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Charland, T. (1998) Classroom homepage connections. THE Journal (Technological Horizons in Education), 25 (9), p62-65
    [Short introductory article outlining the benefits of a class homepage and basic tips on layout]
  • Eagleton, M. (1999). The benefits and challenges of a student-designed school website. Reading Online. Retrieved 10 November, 2008 from
    [A lengthy exploration of the pedagogical benefits and challenges that exist when students engage in hypermedia design projects – along with a broader discussion of the impact of computers and telecommunication technologies in general on schools]

Wikis

A definition or overview of educational purposes of this application


Developed in the late 1990s by Ward Cunningham as a way of creating a ‘quick web’, Wikis are a ‘live’ website – that is, unlike websites where content is fixed, wikis enable content to be added. Some wikis require registration. Wikis are designed for collaboration.  [ From ‘Using Wiki in Education’ ]


Classroom examples

  • Education Channel
  • Wikispaces for teachers, students, and educators; for K-12 education use is free and free of advertising. This site offers two examples of teachers using wikis

Hint sheets on how to use the application

Some readings


[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

  • Cole, M. (2008). Using wiki technology to support student engagement: Lessons from the trenches. Computers&Education (in press, corrected proof, available online 28 August 2008).
    [Although focused on the higher education sector, this research reports on a failed experiment to use wiki technology to support student engagement. Argues that in an educational context, social technologies such as wikis are perceived differently, perhaps discouraging student participation]
  • Engstrom, M.&Jewett, D. (2005). Collaborative learning the wiki way.TechTrends; 49 (6), p12-15
    [Reports on the use of a wiki to support inquiry and collaborative ‘real world’ research and problem solving among middle school students]
  • Goodwin-Jones, R. (2003). Emerging technologies. Blogs and Wikis: Environments for on-line collaboration. Language Learning & Technology, 7 (2) p12-16.
    [Short, introductory and descriptive article]
  • Mindel, J. & Sameer, V. (2006) Wikis for teaching and learning. Communications of the Association for Information Systems, Vol 18, p1-23. Retrieved 10 November, 2008 [This article covers introductory issues through to quite academic ones, as to the uses of wikis in education]
  • Morgan, B. & Smith, R. (2008). A wiki for classroom writing. The Reading Teacher, 62 (1), p80-83
    [A short article, focussed very much on the classroom, includes set up hints]

Personal Learning

Policies / Guidelines

Websites

Publications

Practice in Schools

Professional Links

Access here to find professional organisations that will assist you as a teacher.

Professional Development

As teachers we will always be on ‘L plates’. We have a professional responsibility to keep on learning.

Guidelines

Websites

Professional Organizations and Links

There are lots of organisations related to the teaching profession. We have listed some of them here – they are all Australian.

Teacher Subject Association

Book mark your relevant teacher subject association! A must for all teachers, subject associations should be a regular port of call.

Professional Practice

Follow the links below to hear Teacher Education students talk about their professional practice experiences.