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As the Head of Campus of Tagai State College - Kubin Campus, you will play a vital role in delivering the vision of the department. The leadership ...
We have an incredibly exciting culture of performing arts developing at our school. Things were not always this way.
Digital technology is commonplace in the classroom, and with a smorgasbord of software applications to choose from, it can be overwhelming.
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In a lifestyle change which would have seemed unbelievable a generation ago, more teenagers own a telephone than a bike.
As educators we all have days where the behaviour of one, or more, student/s' challenging behaviour not only disrupts and minimises their learning ...
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We seem to have forgotten that technology is a tool to support learning not how we learn. The education world has become seduced by the amazing scope of experiences and learning opportunities that technology can offer. The link between handwriting and other literacy skills should not be forgotten or neglected.
A bold statement. One of the tenets of knowledge is "we don't know what we don't know" and I would suggest that AI falls into this area. The recent demonstration by Google of their AI based telephone conversation is a basic example of what AI can do already, though in a contrived environment. The point is, we are only now exploring what AI can do. Computer capability, let alone AI capability is not linear. Evidence is synthesizing data and organising it within a construct. I suggest that this will not be beyond AI. Though Social Intelligence is a much more complex construct (humans struggle with this!), to say never begs the question, "why not, what might happen in the future, where is your evidence?" Luckin's statement may be valid in the near future but 20 or 30 years from now who knows. The ride will certainly be interesting
The biggest problems in my view are that teachers are 1. not taught 'How to teach' 2. not given enough consistent supervision of what goes on in their classrooms. (We have ATSIL, are teachers given feedback from supervisors as to where they are on that rubric and 'how' to improve?) 3. do not have expectations of consistency of practice across grade levels and the whole school.
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