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INTERGRATING ICT IN EDUCATION. THEMES Integration, Planning and Implementation, Resource Management, Influencing Factors. . Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership. Learning outcomes

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intergrating ict in education

INTERGRATING ICT IN EDUCATION

THEMES

Integration, Planning and Implementation, Resource Management, Influencing Factors.

slide2
Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership.

Learning outcomes

  • Describe and analyze their own experience of ICT integration practices and discuss their implications;
  • Develop an understanding of the interlinkages between ICT and Education Leadership;
  • Develop technological pedagogical content knowledge;
  • Distinguish between adjunct use and Integration of ICT;
  • Develop an understanding of the integration of ICT in the teaching and learning;
  • Use ICT resources Email, Spreadsheets and Word-processing Software
presentation outline
Presentation outline
  • Discussions
  • Tasks
    • Reviews
    • Hands on
    • Individual and Collaborative Reflection
  • Demonstration
objectives of the session
Objectives of the Session
  • Describe and analyze their own experiences of ICT integration practices and discuss the implications.
  • Distinguish between adjunct use and integration of ICT in Education.
  • Discuss and Understand ICT integration in pedagogical leadership.
ict audit
ICT AUDIT
  • Personal Information
  • Qualification: Academic and Professional
  • Basic computers proficiency
exploration of own experiences task 1

Reflect and write your own experiences as a learner and as a teacher?

Analyze your own experiences to identify supporting and hindering factors?

Present in a creative style.

Exploration of Own Experiences:Task 1
some guiding questions

Q: What did you enjoy doing? why?

Q: what did you not enjoy doing? Why?

Q: What was good about the experience? Why?

Q: What situation/topic do you remember most about? Why?

Q: What topics do you remember least about? Why?

Q: What do you think was relevant/irrelevant about your school/University experiences?

Some Guiding Questions
analysis of experiences task 2

Analyze and Share:

a) Good Experiences of Learning

b) Not so Good Experiences of Learning.

c) Good Experiences of Teaching

d) Not so Good Experiences of Teaching.

Analysis of Experiences:Task 2
objectives
Objectives
  • Discuss and Understand ICT integration in science in relation to the key learning theories in science.
  • Distinguish between adjunct use and integration of ICT in Science.
  • Develop an understanding of TPCK.
  • Identify and use the ICT relevant resources in science in the teaching, learning, curriculum and assessment of science.
what influences learning
WHAT INFLUENCES LEARNING
  • What the learner already knows – prior knowledge
  • Learner’s interest – motivation

Prior knowledge:

  • A Determinant of WHAT further

learning can occur

three way relationship

Phenomenon

Everyday Knowledge

Everyday, common sense way of talking and thinking

Developed and reinforced by growing in a culture.

Learned and reinforced subconsciously through everyday communication

Educational

More formalized ways of talking and thinking

Development and vandalized by learning communities

Learning through explicit teaching (not these to be discovered)

Three Way Relationship
learning
Learning
  • Influences the PROCESS whereby learning occurs.
  • Motivation: Learning styles and Multiple Intelligences.
  • Ausubel “rote learning set/meaningful learning set” central
ausubel
Ausubel
  • “If I was to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” (1968)
  • He argued that for “meaningful learning” the learner must make a conscious effort to relate new knowledge to existing knowledge, to identify key conceptions in the new knowledge and relate these to other key ideas.
meaningful learning

meaningful

rote

existing

new

new

existing

New Learning

knowledge

knowledge

learning

learning

Meaningful Learning
meaningful learning1
Meaningful Learning
  • Degree of meaningful learning depends on the NATURE of existing knowledge and HOW it interacts with new learning
  • Those aspects of existing knowledge which provide these interactions are “subsumers”
  • Two other significant points from Ausubel’s writings
  • Logically meaningful materials DO NOT AUTOMATICALLY mean psychologically meaningful learning
  • Advanced organizers – an approach to assisting learning when there are no “subsumers” (existing knowledge to allow appropriate linkages
conceptual change constructivism meta cognition information processing
Conceptual Change

Constructivism

Meta-cognition

Information Processing

Learning Theories
conceptual change

It is the process, where an existing conception is fundamentally changed or even replaced, and becomes the conceptual framework that students use to solve problems, explain phenomena, and function in their world.

Conceptual Change
conceptual change in classroom teaching

Reveal student preconceptions

Discuss and evaluate preconceptions

Create conceptual conflict with those preconceptions

Encourage and guide conceptual restructuring

Reveal Student Preconceptions

Conceptual Change in Classroom Teaching
constructivism

People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. We are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

The constructivist view involves two principles:

1. Knowledge is actively constructed by the learner, not passively received from the environment.

2. Coming to know is a process of adaptation based on and constantly modified by a learner's experience of world

Constructivism
constructivism in classroom teaching

Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.

Pursuit of student questions and interests is valued.

Materials include primary sources of material and manipulative materials.

Learning is interactive, building on what the student already knows.

Constructivism in Classroom Teaching
constructivism in classroom teaching cont

Teachers have a dialogue with students, helping students construct their own knowledge.

Teacher's role is interactive, rooted in negotiation.

Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.

Knowledge is seen as dynamic, ever changing with our experiences.

Students work primarily in groups.

Constructivism in Classroom Teaching (Cont..)
meta cognition

The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies.

Paris and Winograd (as cited in Marzano et al., 1988) which states that meta-cognition involves:

knowledge and control of self

knowledge and control of process

Meta-Cognition
meta cognition in classroom teaching

Identifying "what you know" and "what you don't know."

Thinking about thinking

Keeping a thinking journal.

Planning and self-regulation.

Debriefing the thinking process.

Self-Evaluation.

Meta-cognition in Classroom Teaching
information processing the conversion of latent information into manifest information
INFORMATION PROCESSINGThe conversion of latent information into manifest information

SOME KEY IDEAS IN THIS VIEW OF LEARNING

  • SELECTING
  • CHUNKING THINGS EVERYBODY DOES
  • PROCESSING

OR

  • INTEGRATING
  • EXTENDING THINGS GOOD LEARNERS DO
  • MONITORING
information processing in classroom teaching

1. Gain the students' attention.

2. Bring to mind relevant prior learning.

3. Point out important information.

4. Present information in an organized manner

5. Show students how to categorize (chunk) related information.

Provide opportunities for students to elaborate on new information.

7. Show students how to use coding when memorizing lists.

8. Provide for repetition of learning.

9. Provide opportunities for over learning of fundamental concepts and skills.

Information Processing in Classroom Teaching
pedagogical leadership with ict
Pedagogical Leadership with ICT
  • Three types of Learning theories that have impacted teaching and learning with ICT.

Tutor, Tutee and Tool.

    • Computer as tutor
    • Computer as Tutee.
    • Computer as Tool.
closure of the session task 3

Present your Analysis about “learning” in any of the creative form. Prior and After. Some suggestions are

As a poem

As a Paragraph/ narrative

As a Diagram

A song

A story

A Role play

Closure of the Session:Task 3
slide29
ICT
  • What is ICT?
  • What is Adjunct Use and Integrated Use of ICT in Education?
slide30
ICT
  • Information communication technology (ICT): The term ICT encompasses the range of hardware (desktop and portable computers, projection technology, calculators, data-logging, and digital-recording equipment), software applications (Generic software such as excel, access and multimedia resources such as flash, video and power point), and information systems (Intranet, Internet)
integrated adjunct use
Integrated/Adjunct use

Discuss per table as indicated the terminologies as used in ICT

Adjunct

Integration

Presentation

ict use
ICT Integration: Integration is using ICT in teaching and learning, as part and parcel of the curriculum independent of time and place. This could be as a tool or as technology.

if it is used to enhance the teaching and learning then it is integrated use

Adjunct use is the use of Technology as an extra or addition tool in teaching and learning. It means that if technology is in isolation of the content then it is adjunct use.

ICT USE
why integration
Why Integration
  • Think individually why we should integrate.
  • Share it with your neighbor
  • The pair to share with the other pair on the table
  • Fill in the table understanding on why we should integrate
integration
Integration
  • It is important to use technology based on the four principles
    • enhancement,
    • retrieval,
    • reversal,
    • obsolescence.
  • Integration should allow for enriching, enhancing and maximizing learning.
thought
Thought

How can integration of ICT in our educational leadership?

what is
What is

Hardware

Software

identifying affordance
Identifying Affordance
  • 1. What is the affordance i.e. opportunities for learning
  • 2. What is facilitating the affordance or providing the opportunity.
  • 3. What is promoting the degree of affordance?
  • 4. What is the source of information?
activity
Activity

While student are undertaking ICT based projects review affordance based on the above questions.

Complete the table below

email
Email
  • Collaboration and interaction.
  • Publishing of students work.
  • Interaction ( Blogs, Discussion forum, Mailing list)
spreadsheets
Spreadsheets
  • Collaboration and interaction.
  • Publishing of students work.
  • Interaction ( Blogs, Discussion forum, Mailing list)
word processing
Word Processing
  • Collaboration and interaction.
  • Publishing of students work.
  • Interaction ( Blogs, Discussion forum, Mailing list)
web based
Web-based
  • Collaboration and interaction.
  • Publishing of students work.
  • Interaction ( Blogs, Discussion forum, Mailing list)