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E-learning & pedagogy Dr. Kay Carroll ACU ST Andrew’s Cathedral School
Overview • The session will focus on how we as teachers use and view ICT in our classes, • international research about ICT integration • some practical examples for integration across the KLAs.
Tailoring E-learning to fit “The only man who behaved sensibly was my tailor; he took my measurements anew every time he saw me, while all the rest went on with their old measurements and expected them to fit me.” George Bernard Shaw (http://www.habits-of-mind.net/)
Quick ICT survey 1. How would you rate your experiences of using ICT in your classroom? 1. Poor 2. Limited 3. Satisfactory 4. Good 5. Very Good 2. How would you describe your competence and confidence in using ICT in your teaching work? 1. Poor 2. Limited 3. Satisfactory 4. Good 5. Very Good
So what does that mean for us as teachers? • Classroom teachers of the Twentieth First Century require flexible and reflective pedagogical practices to engage, educate and develop students into adaptive, creative and connected learners.
Draft National Educational Goals Draft National Educational Goals for Young Australians (2008) recognise that students: • engage with problem-solving; • become socially literate; • Are Technologically literate; • Have cultural literacy.
Technological Literacy • Technological literacy may be defined as “ the ability of individuals to use ICT appropriately to access, manage and evaluate information, develop new understandings, and communicate with others in order to participate fully in society” (MCEETYA, 2005).
National statements of learning MCEETYA (2005) • ICT as a tool for learning • ICT can be used to do the following types of student learning: • Inquiring • Creating • Communicating • Operating
So what can we learn from the research about this. • The British Educational Communications and Technology Agency (BECTA) since 2001. • Recent reports from 2007 collected from a small sample of 8 primary, 3 secondary and three colleges shows the following effects:
Research findings • Personalisation of learning is critical • ICT tools may alter the nature of the task. • Use of display technologies enables more access to materials than traditional media. • Increasing use of IWB for interaction and less presentation • Use of visualisers are valuable to show student work to the class
Research findings • Digital cameras and video was used well in primary years for capturing tasks and enhanced assessment and communication with home. • Video-role playing enabled peer collaboration and review. • Video-making enriched excursions or site studies.
Research findings • Improved outcomes for English as a second language children as the physical barrier of writing was removed. • Improved outcomes for gifted and talented students as it allowed students to self-direct and extend their learning and not rely on teacher expertise.
Research findings • Control and mastery over learning was important and could be achieved through project work. • Project work conducted amongst groups was enabled by the technology and was more authentic. • Digital portfolios are evolving to capture student work.
Research findings • Students are becoming increasingly involved in setting personalised goals or targets and self assessment. • Teachers are more receptive to share lesson ideas, plans and outcomes using ICT with students. • Focus on outputs or students as democratic creaters of text makes the learning personal and relevant.
What can we learn from this as educators? • Great things are not done by impulse, but by a series of small things brought together."Vincent Van Gogh
Some examples of slowing down and putting the small things together: • http://www.learn-ict.org.uk/projects/secondary/propaganda/propaganda_posters.html • http://www.learn-ict.org.uk/projects/secondary/netlit/book02/index02.htm
Integrating ICT slowly: • Teachers go through a series of stages when integrating technology (Frangenheim, Alford, Herbert, 2009). • Arriving at the digital world (gaining awareness and confidence about the new place). • Settling in the digital world (giving students traditional tasks but allowing use of ICT ). • Adapting to the digital world (using more ICT tasks). • Taking up residency and speaking the digital language (where teachers appropriate ICT as a natural part of teaching). • Citizen of the digital world (experimenting and collaborating about new ideas with ICT).
Some ideas • Wikis (web authoring tool) that allows the whole class to view and edit writing together. • Podcasting can enable students to produce audio notes, stories or seminars complete with music and pictures. • Blogging is digitised journaling that can incorporate graphics, video and web links.
The following activities may be adapted to all KLA and stages or learning from K-12. • These activities are derived from the ITC journal (Frangenheim, Alford, Herbert, 2009). • http://edublogs.org/
Podcasting • Download some famous speeches and undertake some discussion about the contents: • http://blog.lextext.com/blog/_archives/2006/1/15/1676937.html
POE: Predict Observe and Explain (Hunt, 2009) Predict • What do you or the group think will happen? Observe • What did you see happen in the study/investigation? Explain • Why this happened and whether your reasons or predictions were correct. Good science and Geography tasks using ICT and POE are found at: www.ed-dev.uts.edu.au/teachered/poe/tasks/poehome.html
Digital Storytelling (Frangenheim, et al., 2009). • Using digital stories to write personal narratives and annotate with pictures, music. • http://www.coe.uh.edu/digital-storytelling/examples.htm
KWHL: Know, what, how, learn (Frangenheim et al., 2009). • What I already know • What do I want to find out? • How will I find out? • What did I learn? • Murray River and Salinity • http://www.pir.sa.gov.au/__data/assets/pdf_file/0019/56062/Salinity_impacts_of_low_Murray_River_flows_SA.pdf
Elimination Draw: An evaluation tool (McCarthy, 1993). • This tool gives students a strategy to determine an issue or concept’s importance (refer to scaffold appendix). • Example: Mathematics • Generate a list of ways people use Maths in their everyday lives. • Using an elimination decide which is the most important skill(refer to hand-out).
MAS: Modify-Add-Size (Frangenheim, et al., 2009). • MAS is a tool that assists students to create. • Modify a feature. • Add a new feature • Size the object
An example • English • Modify a character in a story • Add a new character to a story • Size the story so that it becomes more important.
Issues • Issues to be aware of net protocols and cyber bullying • Some useful links • http://www.bbc.co.uk/chatguide/teens/ • http://www.thinkuknow.co.uk/Default.aspx?AspxAutoDetectCookieSupport=1