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4001EPS ICT and Pedagogy
Dr13 Jason13 ZagamiGriffith13 University
Lecture 4
Professional Values
Identify and participate in Professional Development to effectively implement planning where ICT is integrated
Select ICT resources appropriate for learning in a range of contexts and for a diversity of learners
Operate safely legally ethically and in accordance with policy when using digital resources technologies and online environments
Model these practices with students
Professional Values
Professional Relationships
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional Values
Identify and participate in Professional Development to effectively implement planning where ICT is integrated
Select ICT resources appropriate for learning in a range of contexts and for a diversity of learners
Operate safely legally ethically and in accordance with policy when using digital resources technologies and online environments
Model these practices with students
Professional Values
Professional Relationships
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Identify and participate in Professional Development to effectively implement planning where ICT is integrated
Select ICT resources appropriate for learning in a range of contexts and for a diversity of learners
Operate safely legally ethically and in accordance with policy when using digital resources technologies and online environments
Model these practices with students
Professional Values
Professional Relationships
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional Relationships
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional RelationshipsUse ICT to communicate with others for professional purposes
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional Knowledge
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional KnowledgeUnderstand that ICT can be used to benefit teaching and learning and is most effective when used in the context of learning and not
as an end in itself
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional Practice
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacy
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacybasic literacy language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve onersquos goals and develop onersquos knowledge and potential in this digital age
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacyscientific literacy knowledge and understanding of the scientific concepts and processes required for personal decision-making participation in civic and cultural affairs and economic productivity
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacyeconomic literacy the ability to identify economic problems alternatives costs and benefits analyse the incentives at work in economic situations examine the consequences of changes in economic conditions and public policies collect and organise economic evidence and weigh costs against benefits
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacytechnological literacy knowledge about what technology is how it works what purposes it can serve and how it can be used efficiently and effectively to achieve specific goals
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacyvisual literacy the ability to interpret use appreciate and create images and video using both conventional and 21st century media in ways that advance thinking decision-making communication and learning
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacyinformation literacy the ability to evaluate information across a range of media recognise when information is needed locate synthesise and use information effectively and accomplish these functions using technology communication networks and electronic resources
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacymulticultural literacy the ability to understand and appreciate the similarities and differences in the customs values and beliefs of ones own culture and the cultures of others
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Literacyglobal awareness the recognition and understanding of interrelationships among international organisations nation-states public and private economic entities socio-cultural groups and individuals across the globe
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Pedagogy
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Pedagogy is a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners Digital pedagogy moves the focus from ICT tools and skills to a way of working in a digital world Digital pedagogy is more than ICT skills it is more than pedagogical practices and more than a knowledge and understanding of curriculum It is the convergence of all of these elements
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Pedagogy used effectively supports enhances enables and transforms teaching and learning to provide rich diverse and flexible learning opportunities for students It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Digital Pedagogy enhances opportunities for authentic contextualised assessment that supports learning in a digital context Effective digital pedagogy is based on the needs of individual students and incorporates contemporary teaching and learning strategies It features personalised approaches intellectual engagement rigorous learning connectedness to global contexts supportive and collaborative classroom environments and connected curriculum assessment and reporting to improve outcomes for students
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
414
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Strengths Weaknesses Opportunities Threats
(SWOT)
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Professional Practice
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
When planning you incorporate the use of ICT in achieving curriculum goals
Professional Practice
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Provide opportunities for students to use ICT as part of their learning
Professional Practice
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
digital camerassoftware packages
web camerasmobile phones
data loggersMP3 playersrecorders
scannersemail
game boxeswireless deviceswikis and blogs
Internetonline games
Blackboard sitesdigital microscopes
CDs and DVDs
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Provide opportunities for students to use ICT to gather information and to communicate with a known audience
Professional Practice
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Manage the access to and use of ICT resources in meeting student learning needs
Professional Practice
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Use a range of ICT resources and devices for professional purposes
Professional Practice
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Use ICT to locate create and record information and resources
Professional Practice
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Store organise and retrieve digital resources
Professional Practice
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Use ICT to access and manage information about student learning
Professional Practice
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Pedagogical Content Knowledge(PCK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)
Technological Content
Knowledge(TCK)
TechnologicalKnowledge
(TK)
Technological Pedagogical Knowledge
(TPK)
Technological Pedagogical
Content Knowledge
(TPCK)
Context
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Readings for Tutorial Week 4
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Readings for Tutorial Week 5
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Augmented Reality
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
augmented reality n the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment reality as perceived in this way
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
One Year or Less Mobile Computing One Year or Less Open Content Two to Three Years Electronic Books Two to Three Years Simple Augmented Reality Four to Five Years Gesture-Based Computing Four to Five Years Visual Data Analysis
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
Sutherlandrsquos 1965 VisionDisplay as a window into a virtual worldImprove image generation until the picture looks realComputer maintains world model in real timeUser directly manipulates virtual objectsManipulated objects move realisticallyImmersion in virtual world via head-mounted displayVirtual world also sounds real feels real
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
AR is the closest to the real environment because it consists mostly of real world images with a minority of the images being computer-generated Augmented virtuality is a term for applications that create a mostly virtual world but which includes a few images from the real world (Milgram 1994)
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
geecomaginationcomsmartgrid
augmented_reality
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
wwwzooburstcom
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
httpgeecomaginationcomsmartgridaugmented_reality
httpwwwhallmarkcomwebappwcsstoresservletarticle7C100017C100517CHallmarkSiteCardsAUGMENTED_REALITY
httpwwwtobicomeditorialtobi-blog1039-try-it-on-in-our-virtual-dressing-room
httpwwwinglobetechnologiescomennew_productsarplugin_suinfophp
httpwwwzooburstcom
httpaugmentationhoppalaeu
httpwwwlayarcom
Resource Links
