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&. The Infusion of ICT into Curriculum Delivery. Welcome. Facilitator: Mary Ann Chaitoo Email: maryannchaitoo@hotmail.com maryannchaitoo2004@yahoo.com. Usernames and Passwords. PC Logon Username: lab1s1 – lab1s21 Password: public1. Safety Moment. Emergency Plan

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slide2

Welcome

  • Facilitator: Mary Ann Chaitoo
  • Email: maryannchaitoo@hotmail.com
  • maryannchaitoo2004@yahoo.com
usernames and passwords
Usernames and Passwords

PC Logon

Username: lab1s1 – lab1s21

Password: public1

safety moment
Safety Moment
  • Emergency Plan
  • Safety at the Shopping Malls
overview
Overview
  • Introduction
  • Workshop Outcomes
  • Specific Learning Objectives
  • 21st Century Learning
  • Productivity and Web 2.0 Tools
  • TPACK
  • Educational Technology
  • Conclusion
workshop outcomes
Workshop Outcomes

Individual:

1. Created a blog at one of the blog sites given on the Blog page of the Wiki, then post at least 3 blog reflections on the technology integration process or a relevant topic or issue as suggested by facilitator over the course of the 3-day session.

2. Completed TPACK self-assessment

3. Completed daily self- assessment

workshop outcomes1
Workshop Outcomes

Group:

1. Completed TIP template

2. Designed an ICT integrated lesson.

3. Included the use of technology tools (productivity and web 2.0) that will be integrated into the lesson with clear justifications for the use of each tool.

4. Designed rubrics for assessment of outcomes.

5. Completed lesson evaluation.

6. Completed group assessment.

specific learning objectives
Specific Learning Objectives

Learners should be able to:

  • Recall the different Educational Technology Models.
  • Apply the principles of instructional design to ICT integration in the classroom.
  • Design instructional systems for ICT integration.
  • Develop instructional strategies and materials.
  • Evaluate and manage ICT integration programmes.
framework for 21st century learning
Framework for 21st Century Learning
  • The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes.
  • A blending of specific skills,

content knowledge, expertise

and literacies.

why web 2 0 and 21 st century teaching
Why Web 2.0 and 21st Century Teaching?
  • Major disparity between what students learn in school and what they need to function in the workforce
  • Advances in technology
  • Fast access to knowledge
  • Global competition
  • Rising workforce capabilities

Partnership for 21st Century Skills (2007). Learning for the 21st Century.

slide12

Web 2.0

Vocabulary

slide13

Googletools

Web 2.0

Social bookmarking

vodcast

Widget

podcast

avatar

Wiki-folio

Tags

Technorati

blog

wiki

backchanneling

Flickr

Voki

slide14

Online Video Hosts

  • YouTube. Okay, so it’s blocked in many schools, but it is a location for students to publish their videos.
  • TeacherTube. Many schools are allowing this site. Teacher and student created videos are available.
  • Ustream. Want to air a live broadcast to the world? (Your pen pals in Argentina want to see the cool experiment you are doing in Eau Claire.) It’s possible with Ustream. All you need is a videocamera.

http://www.youtube.com/

http://www.teachertube.com/

http://www.ustream.tv/

blogs
Blogs
  • Use as a newsletter to communicate with families
  • Students can use blogs to talk with the world about books they have read, comment on issues, post papers and request feedback, etc.
  • Podcasting Blog http://ple20.blogspot.com/

http://edublogs.org/

slide16

Wikis

  • Collaborative writing is easy with a wiki. Create, edit, modify, link, and organize all via the web.

http://pbwiki.com/

collaborative writing editing
Collaborative writing, editing
  • When several people are working on a project, emailing a document gets messy. Use an online service to host your materials then everyone in your group can access them as needed. You can also see how added which information and provided which edits. Great for individual accountability and responsibility.

http://docs.google.com

slide18

Podcasts

  • Promote public speaking by creating podcasts.
  • Use Audacity, a free, cross-platform sound editor to create and edit your podcasts.
  • Attach a podcast to your blog and ask for feedback. That’s real world!

Audacity Instructional videos http://asimov.coehs.uwosh.edu/~winterfe/audacity/

http://audacity.sourceforge.net/

slide19

Call, collaborate, communicate

  • Reaching out to others has never been more cost effective. You can call on cell phones, regular phones, or via the internet.
  • Skype -- internet based phone
  • Pingo -- low cost calling card

http://www.skype.com/welcomeback/

http://www.pingo.com/

slide20

Virtual Workspaces

  • Collaborate using a whiteboard, chat, conference call and more.
  • Try Vyew (view)

http://vyew.com/site/

slide21

Photo Storage

  • There are many sites available to host your photo collection. A few sites include:
    • Flickr

http://www.smh.com.au/ffximage/2006/09/15/ic_camera1_narrowweb__300x406,0.jpg

http://www.flickr.com/

slide22

Bookmarks

  • Organization is the key to information literacy. Are your bookmarks available when you need them? Can you share them with others? Is adding to your bookmarks as easy as a single click? Online tools are available to help
  • Save, share, access your bookmarks anywhere and anytime.
  • Del.icio.us
  • Foxmarks -- use with Firefox

http://del.icio.us/

http://www.foxmarks.com/

dictionaries and encyclopedias
Dictionaries and Encyclopedias
  • Judging the accuracy of information is a critical information fluency skill. Teach your students to triangulate their data regardless of their sources.
  • Is Wikipedia accurate? Triangulate your findings to answer that question.
  • No one source of data is always accurate!

http://www.wikipedia.org/

language translators
Language Translators
  • For students learning a language or teachers with a student who speaks another language, language translators are a great help.
  • Beware, they aren’t always accurate!
  • BonPatron.com is recommended by my teen son
  • Dictionary.com Translator is also available

http://bonpatron.com/en/

webquests
Webquests

An inquiry-oriented activity in which some or all of the information that students interact with comes from the Internet.

http://webquest.org/index.php

http://bestwebquests.com/default.asp

slide26
Maps

A picture is worth a 1,000 words. Explore the world with online map resources.

  • Google Maps Street View -- research a career, find a place to live, use street view to see the neighborhood where the apartment you want to rent is located. Does it look like a place you would be comfortable living? http://maps.google.com/help/maps/streetview/index_.html
  • Google Earth -- use this to have your students go on that vacation they planned for their family. They can see the sights along the roads they travel.
  • Bing Maps
web 2 0 vs web 3 0
“The data web”

Control of information

“The intelligent web”

The third decade, 2010-20

Semantic web companies as catalyst

Wisdom of the expert

Why search, when you can find?

Standards, protocols, rules

Digital above all else

Web 2.0 vs. Web 3.0
  • “The document web”
  • Abundance of information
  • “The social web”
  • The second decade, 2000-9
  • Google as catalyst
  • Wisdom of the crowds
  • Mashups, fragmentation integration, new tools
  • Search, search, search
  • Lawless, anarchic
  • Print and digital

Intro

Web 2.0

Mentality

Strategy

Web 3.0

Conclude

tpack
TPACK

Technological Pedagogical

And

Content Knowledge

tpack framework
TPACK Framework

TPACK is a conceptual framework which is grounded in an understanding that quality teaching and learning do not occur when the three knowledge bases exist separately, but that meaningful and engaged learning happens when there is an interplay and relationship between the three.

tpack an overarching framework
TPACK: An Overarching Framework

http://mkoehler.educ.msu.edu/topics/iste-tpack-video-%E2%80%93-all-the-tpack-2x-the-commercial-interruptions/

definition of web quest
Definition of Web Quest
  • An inquiry-oriented activity in which some or all of the information that students interact with comes from the Internet.
  • Main Purpose of Web Quest.. develop higher order thinking skills… they are not a source of simple information retrieval.
why webquests because they have shown to
Why WebQuests?… because they have shown to…
  • fosters student motivation & authenticity
  • developed critical thinking skills
  • promote cooperative learning activities

http://www.thematzats.com/webquests/intro.html

what makes a good web quest
What makes a good Web Quest?
  • A Quest that promotes higher order thinking.
  • A Quest that is linked to previous and subsequent activities.
  • A Quest that is student centered and promotes scaffolding.
  • A Quest that is FUN!!!
two types of webquests
Two types of WebQuests

Short Term

  • Goal – knowledge acquisition and integration.
  • Learner makes sense of large amounts of information.
  • Typically completed in 1-3 class periods.
  • Long Term
  • Goal – extend and refine knowledge.
  • Learner analyses a body of knowledge and transforms it …. into a product.
  • Typically completed in week to month.
slide37

Activity #1

  • Follow the Webquest About the Reliability of Information Found on the Web. http://biologycorner.com/quests/reliability.html
  • b. What do the terms cyber ethics
  • and cyber citizenship mean?
slide38

c. Create your own WebQuests.

http://zunal.com/webquest.php?w=63942

wikispaces1
Wikispaces
  • What are wikis?
  • Purpose of wikis.
  • How to create a wikispace?

http://moeictintegrationintheclassroom.pbworks.com/

what is a wiki
What is a Wiki?

A wiki is a website that allows the easy creation and editing of any number of interlinkedweb pages via a web browser.

Wikis are typically powered by wiki software and are often used to create collaborative wiki websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.

wikis collections of pages

Main Page

Contact Us

Resources

Wikis: Collections of Pages

edit

edit

edit

  • Wiki pages look like web pages
  • Anyone with a web browser can read a wiki site
  • Anyone with the proper permissions can edit a wiki site

Illustrations adapted from Guillaume du Gardier. What is a wiki? June 2, 2005

why use a wiki
Why use a wiki?
  • Easy to learn – no HTML required
  • Easy way to share knowledge
  • Easy way to collaborate across borders
  • Ability to revert back to old versions
  • Ability to track who’s done what & where
  • Fostering collaboration among friends and/or colleagues
wiki sites
Wiki Sites
  • Pbwiki.com
    • largest consumer wiki farm; 23 languages
  • Twiki, Jotspot
  • Socialtext.com
  • Our wiki site:

http://www.wikispaces.com/

educational philosophy
Educational Philosophy

Three main theoretical schools or philosophical

frameworks have been present in the educational

technology literature.

These are:

  • Behaviorism
  • Cognitivism
  • Constructivism
slide47

Bloom's Taxonomy is a classification of learning objectives within education.

Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

educational technology1
Educational Technology

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.

benefits
Benefits

Educational technology is intended to improve

education over what it would be without

Technology:

  • Easy-to-access course materials.
  • Student motivation.
  • Wide participation.
  • Improved student writing.
  • Subjects made easier to learn.
slide50

Instructional Design

Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

instructional problem
Instructional Problem
  • The instructional design process begins with the identification of an instructional problem or need.
  • A need is defined as a gap between what is expected and the existing conditions.
types of id models
Types of ID models
  • Conceptual model - is ‘descriptive and experience-based’ (Richey 1990: 124). She states that conceptual models ‘facilitate an understanding of those factors which impinge on designs and their implementation’ (Richey 1990: 131). The conceptual model ‘encompasses current knowledge, and it is flexible enough to permit the assimilation of new knowledge whenever possible’.
  • Procedural model - According to Richey (1990: 124) procedural models ‘provide specific guidelines on how to carry out the design project’. They give detailed accounts of how to execute given tasks. Richey (ibid) argues that procedural models are ‘product-orientated’.
many id models
Many ID Models
  • Dick & Carey Model
  • Hannafin & Peck Model
  • Knirk & Gustafson Model
  • Jerrold Kemp Model
  • Gerlach-Ely Model
  • Rapid Protyping Model
  • Morrison, Ross and Kemp
six core elements that make an effective id model
Six core elements that make an effective ID model:
  • Determination of learner needs, problems identification,
  • occupational analysis and competence or training
  • requirements.
  • Determination of goals and objectives.
  • Construction of assessment procedures.
  • Designing and selection of proper delivery approaches.
  • Trying-out of instructional system.
  • Installation and maintenance of the system
what is addie
What is ADDIE?
  • A systematic approach (model) for developing effective instruction.
  • One of the most popular models in instructional design.
  • Outcome of each step feeds into the subsequent step.
  • Evaluation is ongoing throughout each layer of design.
a analysis
A = Analysis

In analysis stage of ID process, want to find out:

  • The Learning Problem.
  • Who is the audience?
  • What are audience characteristics?
  • Identify the new behavioral outcome?
  • What types of learning constraints exist?
  • What are the delivery options?
  • What is the timeline for project completion?

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

d design
D = Design
  • Content of the course
    • Subject matter analysis
  • Steps of instruction
    • Lesson planning-writing performance objectives
    • Decide on Instructional Strategies
  • Type of media or presentation mode
    • Media selection

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

d development
D = Development

Development of instruction based on Design:

  • Generate lesson plans (different from lesson planning) and lesson materials.
  • Complete all media & materials for instruction, and supporting documents.
  • The project is reviewed and revised according to any feedback given.
  • End result is a course or workshop ready for delivery.

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

i implementation
I = Implementation
  • During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. 
  • Materials are delivered or distributed to the student group.
  • After delivery, the effectiveness of the training materials is evaluated.

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

e evaluation
E = Evaluation

Two related evaluations going on simultaneously in most ID situations.

  • Formative Evaluation
  • Summative Evaluation

Worksheet from http://citt.ufl.edu/team/PGL/modules.htm

formative evaluation
Formative Evaluation
  • Going on during & between ID steps.
  • Purpose is to improve instruction before completed instruction is delivered.
summative evaluation
Summative Evaluation
  • Usually occurs after instruction completed & implemented.
  • How much & how well did students learn?
  • How well did course or workshop work?
    • Does it need modification before being presented again?
    • What needs changing? Content? Instruction? Media?
weblogs1
Weblogs
  • What are weblogs or blogs?
  • Purpose of blogs.
  • How to create a blog?

http://moeictintegrationintheclassroom.pbworks.com/Blogs

weblogs or blogs
Weblogs or Blogs

A Weblog is an easily created, easily up-dateable Website that allows an author (or authors) to publish instantly to the Internet from any Internet connection.

weblogs2
Weblogs
  • Not built on static chunks of content.
  • They are comprised of reflections and conversations that in many cases are updated every day.
  • Blogs engage readers with ideas and questions and links. They ask readers to think and to respond. They demand interaction.
the pedagogy of weblogs
The Pedagogy of Weblogs
  • Constructivist activity.
  • Expand the walls of the classroom.
  • Archive the learning that teachers and students do.
  • Democratic tool that supports different learning styles.
  • Enhance the development of expertise.
  • Teach students our new literacies.
a new writing genre
A new writing genre
  • Connective writing
    • A form that forces those who do it to read carefully and critically, that demands clarity and cogency in its construction, that is done for a wide audience, and that links to the sources of the ideas expressed.
using blogger com
Using blogger.com

Sign up @ http://www.blogger.com

slide71

Activity #1

Answer the following question on your blog:

  • What do the terms cyber ethics and cyber citizenship mean?
slide72

Activity #2

  • Locate an image on the web that is relevant to your Instructional Design.
  • Upload the image onto your wikispace.
  • Create a reference page on your wiki and insert links to reliable web sources that you will use/used in your Instructional Design.
slide73

Activity #3

Excel Exercise

wiki vs blog
Wiki vs Blog
  • A personal or corporate website in the form of an online journal, with newentries appearing in sequence as they are written.
  • Knowledge limited by single person or few bloggers of the site.
  • Grows slowly, one post at a time.
  • Discussions take place in the comments of a post, typically approved by blogger.
  • Spam policed by the blogger.
  • A collaborative website which can be directly edited by anyone with access to it.
  • Knowledge comes from community of dozens or even thousands of topic experts.
  • Grows rapidly at all hours of the day. Articles constantly change and continuously updated.
  • Discussions can take place on pages or in the discussion forum (at least in Wetpaint wikis).
  • Spam policed by the community.
wiki vs web page
Open editing

Simple text formatting

Low security or open

Earlier versions stored, can roll back

Collaborative in nature

Pages always considered “in progress”

Limited editing

HTML on many

High security

Early versions not stored

Individual creations

Pages considered finished when published

Wiki vs Web Page