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Learning and teaching with ICT Expanding opportunities in teacher education. Thuridur Johannsdottir Iceland University of Education BERA – 11th-13th September 2003. Iceland University of Education. Student population 2002-2003 Distance learning students: 1339

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learning and teaching with ict expanding opportunities in teacher education

Learning and teaching with ICTExpanding opportunities in teacher education

Thuridur Johannsdottir

Iceland University of Education

BERA – 11th-13th September 2003

iceland university of education
Iceland University of Education
  • Student population 2002-2003
    • Distance learning students: 1339
    • Traditional on-campus students: 891
  • Distance learning - undergraduate: 822
    • Distance; primary school B.Ed on campus: 462
    • Distance; primary school B.Ed distance: 401
  • The Department of Graduate studies - only distance learners 517
reasearch on distance education
Reasearch on distance education
  • How is the use of ICT affecting the way the institution goes about organizing teaching and learning?
  • How is the use of ICT affecting the way the teachers perform their teaching activities?
  • How is the use of ICT affecting the way the students perform their learning activities?
activity theory applies well
Activity Theory applies well
  • The activity system as a unit of analysis
    • has been used to research the effectiveness of everyday learning environments
    • the relationship between the individual participant and the activity system’s purpose
  • Activity as mediated by tools is central

http://ceo.cudenver.edu/~brent_wilson/acttheory.html

the activity theory model www edu helsinki fi activity 6b0 htm
The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm

Tools

Outcome

Subject

Object

Rules

Division of labor

Community

teaching and learning as activities
Teaching and learning as activities
  • Break teaching and learning down into tasks – (M. Allyson Macdonald 2003)
  • Identify the tasks as performed on the web in distance learning and teaching
  • Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task
  • Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools
twining s cpf computer practice framework
Twining’s CPF (computer practice framework)
  • Developed to evaluate to what extent ICT use is affecting learning activities
  • How much? In what purpose? In what way?
  • When used as a learning tool:
    • Support
      • Improving efficiency – no change of content
    • Extend
      • Content and/or process are different – but ICT not necessary
    • Transform
      • Content and/or process are different – not possible without ICT
ict as a tool for teaching and learning in distance education
ICT as a tool for teaching and learning in distance education
  • Possibilities and constraints of the tool?
    • McLuhan: The medium is the message
    • David Wood 1998:
      • computer-based teaching systems have their roots in assumptions about theories of how students learn
      • any limitations of the theory will be inherited by the system
      • intelligent users of such systems in education must measure their promise against our general knowledge of how people learn
internet is the main tool in distance education today
Internet is the main tool in distance education today
  • Learning to understand the possibilities that lie in the tool
    • Access to resources
    • Publish learning products
    • Communicate and collaborate
    • Multimodal representations, multimedia and hypertext possibilities
    • Technical constraints caused by e.g. bandwidth
available tools for teaching tasks
Available tools for teaching tasks
  • Main categories
    • E-mail
    • E-mail list servers
    • Conference systems
    • Course management tools or course-ware: WebCT - closed
    • Web-editors - open or closed webs
    • Team or project management tools:
      • Lotus: QuickPlace
      • Microsoft: SharePoint
sub categories ict tools
Sub categories – ICT-tools
  • The computer
    • Word
    • PowerPoint
    • Excel
  • The Internet
    • Discussion webs
    • Interactive database
    • blog
    • Chat – MSN
  • Management systems
    • Drop box for assignments in WebCT
    • Managing assignments – grades, feedback
underlying learning theories
Underlying learning theories
  • Behaviourism – transfer of knowlegde model
    • Linear structure of the learning process
    • Reading textbooks
    • Answering questions
    • Getting the right answers from the teacher
    • Course webs used to exchange files
    • Discussion used to ask the teacher to clarify content FAQ
underlying learning theories17
Underlying learning theories
  • Social constructivism
    • Dialogue as a learning tool
    • Collaborative assignments
    • Foster the learning community
    • Build around meaningful activity
    • Work with the available tools
    • Publish the learning products and sharing them with co-students – stressing the social construction of knowledge
ict tools inherent learning theories
ICT-tools – inherent learning theories
  • WebCT built on transfer model
    • Not easy to present and share documents with co-students
    • Collaborative groups are supposed to work on closed area
    • Students are supposed to send the teacher their assignment and get direct/personal feedback and grade
    • Tool for interactive multiple choice exams
tools for constructive learning
Tools for constructive learning
  • Open web-sites where the teachers provide for resources and tools needed to learn
  • Use authentic tools available on the Internet
  • Share Point for team work
  • Lotus knowledge rooms Weigler
  • Blog-sites
  • Digital portfolios
authentic learning on the internet
Authentic learning on the Internet
  • Learning as an authentic activity
  • Using the tools available in the respective culture
  • Learning from real communities on the web –
    • how they work – rules
    • Which tools they are using and in what purpose
    • How they collaborate – division of labour – and distributed cognition
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