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MODULE 2: APPLYING ICT IN SCIENCE, MATHEMATICS AND ENGLISH TEACHING

RESOURCES

Mod

ule 2

for IC

T-S

ME

Pro

ject (2011

-2013

)

The United Republic of Tanzania

2

ACKNOWLEDGEMENT

The Ministry of Education and Vocational Training in collaboration

with GESCI developed these Modular Outlines with financial support

from Sida.

Copyright

2012 Ministry of Education and Vocational Training

3

Content

ACKNOWLEDGEMENT ................................................................................................................ 2

Unit 1: Information and Communication Technology (ICT) and the Science, Mathematics

and English (SME) Curriculum ................................................................................................. 7

Activity 1 – What is Information and Communication Technology?........................................ 7

ACTIVITY 1 RESOURCES .................................................................................................. 7

Key Resource 1: Group Brainstorm Templates: What is Information? What is

Communication? What is Technology? ..................................................................................... 8

Resource 1a: Group Brainstorm Template - What is Information? ....................................... 8

Resource 1b: Group Brainstorm Template - What is Communication? ................................ 9

Resource 1c: Group Brainstorm Template - What is Technology? ..................................... 10

Key Resource 2: Group Definition Templates: What is Information? What is

Communication? What is Technology? ................................................................................... 11

Key Resource 2a: Group Definition Template - Information .............................................. 11

Key Resource 2b: Group Definition Template - Communication ....................................... 11

Key Resource 2c: Group Definition Template - Technology .............................................. 11

Key Resource 3: Information Briefs: Information/ Communication/ Technology .................. 12

Resource 3a – Information Brief – What is Information? .................................................... 12

Resource 3b – Information Brief – What is Communication? ............................................. 15

Resource 3c – Information Brief – What is Technology? .................................................... 17

Activity 2 - What is the New Pedagogy for Science, Mathematics and English Teaching? ... 19

ACTIVITY 2 RESOURCES ................................................................................................ 19

Key Resource 1: Group Discussion Templates: New Pedagogies in SME ............................. 20

Key Resource 1a - Group Discussion Template – Constructivist Approach in Chemistry

Teaching ............................................................................................................................... 20

Key Resource 1b - Group Discussion Template – Constructivist Approach in Physics

Teaching ............................................................................................................................... 21

Key Resource 1c - Group Discussion Template – Constructivist Approach in Biology

Teaching ............................................................................................................................... 22

Key Resource 1d - Group Discussion Template – Constructivist Approach in Mathematics

Teaching ............................................................................................................................... 23

Key Resource 1e - Group Discussion Template – Constructivist Approach in English

Teaching ............................................................................................................................... 24

Key Resource 2: Information Briefs – New Pedagogies in Science, Mathematics and English

.................................................................................................................................................. 25

Resource 2a: Syllabus Overview - Science, Mathematics sand English.............................. 25

Resource 2b: Constructivist Approach ................................................................................. 26

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Resource 2c: How We Learn ............................................................................................... 27

Activity 3 - What is Technology, Pedagogy and Content Knowledge? .................................. 28


Key Resource 1: Group Discussion Templates – The TPACK Game ..................................... 29

Key Resource 1a - Group Discussion Template – TPACK Game in Chemistry ................. 29

Key Resource 1b - Group Discussion Template – TPACK Game in Physics ..................... 30

Key Resource 1c - Group Discussion Template – TPACK Game in Biology ..................... 31

Key Resource 1c - Group Discussion Template – TPACK Game in Mathematics ............. 32

Key Resource 1c - Group Discussion Template – TPACK Game in English ..................... 33

Key Resource 2: Information Brief – What are Technology, Pedagogy and Content

Knowledge? ............................................................................................................................. 34

UNIT 2: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE ...................... 35

Activity 4: Why Science? Why Mathematics? Why English? ................................................ 35


Key Resource 1: Group Discussion Templates – Why SME? ................................................. 36

Resource 1a: Group Discussion Template – Why Science? ................................................ 36

Resource 1b: Group Discussion Template – Why Mathematics? ........................................ 36

Resource 1c: Group Discussion Template – Why English? ................................................ 36

Activity 5: Introducing Technology in Science, Mathematics and English Teaching ............ 37


Key Resource 1: Group Discussion Templates - TPACK in Science ..................................... 38

Resource 1a: Technology support to Science Content ......................................................... 38

Resource 1b: Technology support to Science Pedagogy ..................................................... 38

Resource 1c: Technology support to Science Pedagogy & Content .................................... 38

Key Resource 2: Information Brief – Chemistry Lesson Plan ............................................. 39

TEACHER’S LESSON PLAN: CHEMISTRY ................................................................... 39

Activity 6: Exploring Website Resources for Science, Mathematics and English Teaching .. 40


Key Resource 1 – Group Templates Identification PPP Resources ........................................ 41

Key Resource 1a – Group Template Identification PPP Resources - Chemistry................. 41

Key Resource 1b – Group Template Identification PPP Resources - Physics ..................... 42

Key Resource 1c – Group Template Identification PPP Resources - Biology .................... 43

Key Resource 1d – Group Template Identification PPP Resources - Mathematics ............ 44

Key Resource 1e – Group Template Identification PPP Resources - English ..................... 45

Key Resource 2 – Group Discussion Template – PowerPoint TPCK ..................................... 47

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Activity 7: Using CD-ROMs in SME Teaching ...................................................................... 48


Key Resource 1: Group Discussion Templates – The TPCK Lesson ...................................... 49

Resource 1a: Group Coding Template - Coding the Biology Lesson Plan .......................... 49

Resource 1b: Does Technology Change the Lesson? .......................................................... 51

Key Resource 2: Information Briefs – Applying ICT in SME ................................................ 52

Key Resource 2: Applying ICT in Science, Mathematics and English .............................. 52

Activity 8: Using Free and Open Software in SME Teaching................................................. 56


Key Resource 1: Group Discussion Templates – Software Use in SME ............................... 57

Resource 1a: Exploring and Using Free and Open Software Tools ..................................... 57

Resource 2a: Lesson Plan Mathematics ............................................................................... 58

Resource 2b: Lesson Plan Mathematics – Teacher’s Notes ................................................. 60

Activity 9: Exploring the Internet ............................................................................................ 63


Key Resource 1: Group Evaluation Template - Website Resource Review ............................ 64

Resource 1a: Review of ICT SME Web Site Resources ...................................................... 64

Choose one website for review ............................................................................................ 64

Free educator support materials ............................................................................................... 64

Software ................................................................................................................................... 64

Resource 1b: Evaluation of the Web Site for Useful Resources .......................................... 65

Key Resource 2: Information Briefs – Website Resources for SME....................................... 66

Resource 2a: Science, Mathematics and English Websites ................................................. 66

Resource 2b: Teachers Lesson Plan Physics ........................................................................ 68

TEACHER’S LESSON PLAN: PHYSICS .......................................................................... 68

Resource 2c: Teachers Lesson Notes Physics ...................................................................... 70

UNIT 3: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE ...................... 72

Activity 10: Integrating ICT into Lesson Planning and Assessment ....................................... 72

ACTIVITY 10 RESOURCES .............................................................................................. 72

Key Resource 1: Group Review and Planning Templates ....................................................... 73

Resource 1a: TPACK Review of English Lesson ................................................................ 73

Key Resource 2: Information Briefs ....................................................................................... 74

Resource 2a: Teacher’s Lesson Plan - English .................................................................... 74

Key Resource 2b: Student Dictionary Worksheet................................................................ 76

Activity 11: Your Turn - Lesson Planning Notes for ICT Integration in SME ....................... 77

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Key Resource 1: Lesson Planning Notes Templates ............................................................... 78

Key Resource 1a – Example of Lesson Planning Notes ...................................................... 78

Key Resource 1b: Lesson Planning Notes - Chemistry and ICT ......................................... 80

Key Resource 1c: Lesson Planning Notes - Physics and ICT .............................................. 81

Key Resource 1d: Lesson Planning Notes - Biology and ICT ............................................. 82

Key Resource 1e: Lesson Planning Notes - Mathematics and ICT ..................................... 83

Key Resource 1f: Lesson Planning Notes - English and ICT .............................................. 84

Activity 12: Your Turn - Lesson Plans for ICT Integration in SME ....................................... 85


Key Resource 1: Lesson Plan Templates ................................................................................. 86

Key Resource 1a: Lesson Plan – Chemistry and ICT .......................................................... 86

Key Resource 1b: Lesson Plan - Physics and ICT ............................................................... 88

Key Resource 1c: Lesson Plan - Biology and ICT............................................................... 90

Key Resource 1d: Lesson Plan - Mathematics and ICT....................................................... 92

Key Resource 1e: Lesson Plan - English and ICT ............................................................... 94

Key Resource 1f: Lesson Plan – Blank Template ................................................................ 96

Activity 13: Your Turn - Lesson Plan Review, Simulation, Observation, Reflection &

Development of New Lesson Plans ......................................................................................... 97


Key Resource 1: Lesson Plan Review Templates.................................................................... 98

Resource 1a: Review 2 Lesson Plans in 2 Subject Areas .................................................... 98

Resource 1b: Lesson Simulation Review with TPCK Observation Checklist ................... 100

Resource 1c: Teacher Reflection Template ....................................................................... 104

Resource 1d: TPACK Teacher Self-Assessment ............................................................... 105

Appendices ............................................................................................................................. 111

Appendix 1: E-Diary .......................................................................................................... 112

Appendix 2: E-Portfolio ..................................................................................................... 130

Appendix 3: Glossary of Terms ......................................................................................... 135

Appendix 4: Facilitation Considerations ............................................................................ 137

Appendix 5: Workshop Programme ................................................................................... 139

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Unit 1: Information and Communication Technology (ICT) and the Science, Mathematics and English (SME) Curriculum

ICT Teacher Competency

ICT teacher Competency Domain Level Teachers research and

demonstrate the use of technology

resources for basic levels of

correspondence and

communication with students and

peers

Curriculum: Communication and

Collaboration

Applying ICT in SME

(Technology Literacy)

Activity 1 – What is Information and Communication Technology?

ACTIVITY 1 RESOURCES

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Key Resource 1: Group Brainstorm Templates: What is Information? What is Communication? What is Technology?

Resource 1a: Group Brainstorm Template - What is Information?

Group 1 Concept Map: What is Information? Brainstorm all of the ideas /concepts that come to mind to answer the question assigned to

your group – What is information?

Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains 1

idea.

Organize the ideas into groups on a large piece of paper/ a blackboard / or a word

document in your laptop.

The group also has the option to draw the concept maps in copybooks if pieces of paper /

chart paper is not available.

Connect all the ideas to the centre topic (information/ communication/ technology). Use

arrows or branches to show the inter-relationship between the ideas/ concepts.

Appoint one group member to present the group concept map

o The group can present the concept map on a chart OR a blackboard OR the

centre pages of a copybook OR on a laptop

o Groups presenting on their laptops can present using a word document OR

using concept mapping software

http://en.wikipedia.org/wiki/Concept_mapping

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Resource 1b: Group Brainstorm Template - What is Communication?

Group 1 Concept Map: What is Communication? Brainstorm all of the ideas /concepts that come to mind to answer the question

assigned to your group – What is communication?

Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains

1 idea.



The group also has the option to draw the concept maps in copybooks if pieces of

paper / chart paper is not available.

Connect all the ideas to the centre topic (information/ communication/ technology).

Use arrows or branches to show the inter-relationship between the ideas/ concepts.







10

Resource 1c: Group Brainstorm Template - What is Technology?

Group 1 Concept Map: What is Technology? Brainstorm all of the ideas /concepts that come to mind to answer the question

assigned to your group – What is technology?

Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains

1 idea.



The group also has the option to draw the concept maps in copybooks if pieces of

paper / chart paper is not available.

Connect all the ideas to the centre topic (information/ communication/ technology).

Use arrows or branches to show the inter-relationship between the ideas/ concepts.







11

Key Resource 2: Group Definition Templates: What is Information? What is Communication? What is Technology?

Key Resource 2a: Group Definition Template - Information

Group 1 Notes: Definition of Information

If you were writing a definition of ‘Information’ to fit with your concept map, how

would you define ‘Information’?

Write a short definition of what the word ‘information’ means to the group (for

support with this task see Key Resource Sheet 3a – What is Information?)

Prepare a PowerPoint Slide in your laptop to present you definition. Explain in your

presentation how your definition fits with your concept map.

Key Resource 2b: Group Definition Template - Communication

Group 2 Notes: Definition of Communication

If you were writing a definition of ‘Communication’ to fit with your concept map,

how would you define ‘Communication’?

Write a short definition of what the word ‘communication’ means to the group (for

support with this task see Key Resource Sheet 3b – What is Communication?)



Key Resource 2c: Group Definition Template - Technology

Group 3 Notes: Definition of Technology

If you were writing a definition of ‘Technology’ to fit with your concept map, how

would you define ‘Technology’?

Write a short definition of what the word ‘technology’ means to the group - (for

support with this task see Key Resource Sheet 3c – What is Technology?)



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Key Resource 3: Information Briefs: Information/ Communication/ Technology

Resource 3a – Information Brief – What is Information?

What is Information?

Information in its most restricted technical sense is a message (utterance or expression)

or a collection of messages, or it is the meaning that can be interpreted from such a

message or collection of messages. Information can be recorded or transmitted.

The concept of information is closely related to notions of communication, data,

instruction, knowledge, and meaning.

In the following sections we will look at the meanings of Information and Data, Information

Sources and Information Processes

What is the meaning of Information and Data?

DATA - Data is the raw facts or materials or figures at the collecting stage

before they are processed and can exist in variety of forms, as number

or text on pieces of paper, electronic memory or as facts stored in

person’s mind. \

- For example, 45, 56, 86, 94, 68, 12, etc., could represent students’ ages,

students’ weights, student’s scores obtained in an exam, etc. they could

mean or represent anything.

- Those numbers are considered as data since they have no context and

are just list of values

- Data is apparently meaningless until it is processed.

- The process could be having calculation performed on it, sorting,

interpretation, conversion or even grouping of data in a certain way.

- Performing such operations on the data is referred to as data processing

and its end result is called information.

INFORMATION - So information consists of data to which a meaning has been attached.

- Therefore, information is anything which has definite meaning to who

receives it by seeing or hearing or feeling through the skin.

- Unlike raw data, information has a context and its meaning depends

upon that context.

http://en.wikipedia.org/wiki/Communication

http://en.wikipedia.org/wiki/Data

http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Knowledge

http://en.wikipedia.org/wiki/Meaning_(linguistics)

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Data Processing

What are the sources of Information?

A source of information is anything which can be used to provide information about any

desired issues, subjects, topics or any matters. They can be categorized into folk media, print

media, electronic media and traditional media.

Folk Media

This involves meetings between different groups of people.

People are the very important sources of information, in most cases

are referring as the primary source of information.

They have wide knowledge of various subjects’ areas hence they

can use their experiences to share or pass information to the

community.

Examples are elder people, teachers, professionals, leaders, etc.

Print Media This is the source of information which can be found on piece of

paper or on any printed media.

The information is written by freelance writers, scholars,

journalists, researchers, etc. for general public or specialised

audiences.

This includes Books, Magazines, Newspaper, Newsletters,

Banners, Posters, Pamphlets, stickers, etc.

Electronic Media

This category includes radio, television, telephone, computer (with

internet), etc. on which information can be electronically presented

in the forms of either voice or text or image or on all voice, image

and text.

This media may contain many programs both local and

international which can be on educational, business, social,

cultural, entertainment and other issues.

Traditional Media

Traditional sources of information include all those means by

which indigenous societies are using in transferring a message of

facilitate communication.

In order to pass information to the society, different symbols,

signs, songs, dances, voices, etc. were designed or made to

represent a particular kind of information.

Students’

Scores

Find total,

averaging, and

ranking

Students’

Results

Data as Input Processing Information as

Output

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Information

Dissemination This is the process of spreading or distributing information using

various ways from one individual to another or institutions or

organisations.

Information could be delivered in a multitude of manners and the

challenge is to determine which method is most appropriate to the

audience attempting to be reached. The effectiveness of the

methods depends upon the accuracy and speed of the spreading

information.

Sometimes the information itself could have an impact on the

selections of the methods depending on the urgency and necessity

to the audience.

Information Dissemination

The process of disseminating information can be grouped into three main parts.

Source of Information.

This is the originator of the message or information to be

disseminated. The source can be directly or indirectly meaning

that the information can be collected directly from the event or

indirectly from the communication media.

Medium

This includes the means of spreading the information such as

newspapers, signs, magazines, radio, television, telephone,

computer (with internet), etc.

Receiver

This is most likely to be the people or audience intended

to receive the desired information.

Source: Wikipedia, Information at: http://en.wikipedia.org/wiki/Information

Source Medium Receiver

http://en.wikipedia.org/wiki/Information

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Resource 3b – Information Brief – What is Communication?

What is Communication?

Communication is an activity that we engage in everyday to convey meaningful

information.

Communication requires a sender, a message and an intended recipient, although the

receiver need not be present or aware of the sender's intent to communicate at the time of

communication.

Thus communication can occur across vast distances in time and space. Communication

requires that the communicating parties share an area of communicative commonality.

The communication process is complete once the receiver has understood the message of

the sender.

How do we communicate?

Media Technology - Media Technology has made communicating increasingly

easier as time has passed throughout history.

- Today, children are encouraged to use media tools in

school and are expected to have a general understanding

of the various technologies available.

- The internet is arguably one of the most effective tools in

media for communication.

Communication Media - The means of interchanging or transmitting and receiving

information.

- Historically the media was a written format: books,

journals, newspapers and other publications;

- In the modern age the media include, in addition, radio,

television, computers, and information networks

Effective Communication

- To be effective, communication requires the creation of a

common understanding of ideas, desires and observations

among people. Communication is a two-way exchange

that involves both a presenter and an audience.

- Effective communication is key to maintaining good

personal relationships with your spouse, parents, children

and friends.

- Communication can include non-threatening sharing of

information, or it may involve emotionally heavy topics

that are likely to set off negative reactions in the person

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listening.

- Before you begin speaking with a significant other on a

difficult subject, first check your feelings and the

message you want to communicate.

Types of Communication Types of communication media

- Wireless communication system

- Electronic communication system

- Mobile communication system

- Business communication system,

- Analog communication system, and

- Picture communication systemTo be effective,

communication requires the creation of a common

understanding of ideas, desires and observations

among people. Communication is a two-way

exchange that involves both a presenter and an

audience.

Examples of Multimedia Devices

Source:

Definition of Effective Communication Skills available at:

http://www.livestrong.com/article/67317-definition-effective-communication-

skills/#ixzz1cYveZXBZ

Camera

Microphone

Laptop

Headset

Mobile

phone

Speaker

Compact

Disc

Complete TV

set

http://www.livestrong.com/article/67317-definition-effective-communication-skills/#ixzz1cYveZXBZ

http://www.livestrong.com/article/67317-definition-effective-communication-skills/#ixzz1cYveZXBZ

17

Resource 3c – Information Brief – What is Technology?

What is Technology?

Technology is the know-how and creative processes designed by people to utilize

objects, resources and systems in order to address needs/wants and to enhance control

over the environment in an endeavor to improve human conditions.

Technology is also the application of science (the combination of the scientific method

and material) to meet an objective or solve a problem.

Thus, technology involves the purposeful application of knowledge, experiences, and

resources to create process and products that meet human needs.

What types of technology do we use?

We currently use six types of technology that are broadly recognized as:

the technology of teaching

instructional technology

assistive technology

medical technology

technology productivity tools

information technology (Blackhurst & Edyburn, 2000).

Technology

Teaching The technology of teaching refers to instructional approaches that

are very systematically designed and applied in very precise ways.

Such approaches typically include the use of well-defined

objectives, precise instructional procedures based upon the tasks

that students are required to learn, small units of instruction that are

carefully sequenced, a high degree of teacher activity, high levels of

student involvement, liberal use of reinforcement, and careful

monitoring of student performance.

Instructional

Technology Instructional technology is a systematic way of designing, carrying out,

and evaluating the total process of learning and teaching in terms of

specific objectives, based on research in human learning and

communication, and employing a combination of human and nonhuman

resources to bring about more effective instruction (Commission on

Instructional Technology, 1970).

Typical applications -

conventional media - videotapes, computer assisted instruction

complex systems - hypermedia programs where computers used to

control display of audio and visual images stored on videodisc

(Blackhurst & Morse, 1996), CD-ROM and digital video discs.

Assistive Technology o Assistive technology employs the use of various types of services

and devices designed to help people with disabilities function within

the environment.

o Assistive technologies include mechanical, electronic, and

microprocessor-based equipment, non-mechanical and non-

electronic aids, specialized instructional materials, services, and

strategies that people with disabilities can use either to:

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(a) assist them in learning,

(b) make the environment more accessible,

(c) enable them to compete in the workplace,

(d) enhance their independence or (e) otherwise improve their

quality of life.

Medical Technology

o The field of medicine continues to amaze us with the advances

constantly being made in medical technology.

o In addition to seemingly miraculous surgical procedures that are

technology-based, many individuals are dependent upon medical

technology to stay alive or otherwise enable people to function

outside of hospitals and other medical settings.

o It is not uncommon to see people in their home and community

settings who use medical technology. For example, artificial limbs

and hip and knee implants can help people function in the

environment.

Technology

Production Tools

o As the name implies, technology productivity tools are computer

software, hardware, and related systems that enable us to work more

effectively and efficiently.

o For example,

computer software such as database programs can be used to

store and rapidly retrieve information; word processing

programs can be used to easily edit text material;

FAX machines can facilitate the transmission of written

documents over long distances; expert system computer

programs can aid in decision making, such as weather

forecasting;

and video conferencing facilities can reduce the need for

travel.

Information

Technology

o Information technologies provide access to knowledge and

resources on a wide range of topics.

o The Internet and its World Wide Web component, computer

hardware, networking, computer security applications, and

application software development are the most prominent examples

of information technology.

References

Blackhurst, A. E., & Edyburn, D. L. (2000). A brief history of special education technology. Special Education

Technology Practice. 2(1), 21-35.

Blackhurst, A. E. & Morse, T. E. (1996). Using anchored instruction to teach about assistive technology. Focus

on Autism and Other Developmental Disabilities, 11, 131-141.

Commission on Instructional Technology (1970). To improve learning: A report to the President and the

Congress of the United States. Washington, DC: U. S. Government Printing Office.

19

Activity 2 - What is the New Pedagogy for Science, Mathematics and English Teaching?


20

Key Resource 1: Group Discussion Templates: New Pedagogies in SME

Key Resource 1a - Group Discussion Template – Constructivist Approach in Chemistry Teaching

Chemistry Group Notes:

Look at the information sheets

o Resource 2 a – Syllabus overview

o Resource 2 b – Constructivist Approach

o Resource 2 C – How We Learn

Discuss and record the groups thoughts on the following questions:

- What are the group thoughts on the constructivist view of teaching and learning?

- What are the pedagogical strategies for applying the approach in the Chemistry

Teaching?

- Prepare a PowerPoint presentation in your laptop to present your Chemistry

Pedagogical Strategies (1-2 slides).

For support with this task see Tanzania Chemistry Pedagogy Syllabus at:

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/CHEMISTRY%20-%20Pedagogy.pdf

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/CHEMISTRY%20-%20Pedagogy.pdf

21

Key Resource 1b - Group Discussion Template – Constructivist Approach in Physics Teaching

Physics Group Notes:

Look at the information sheets –

o Resource 2a – Syllabus overview





- What are the pedagogical strategies for applying the approach in the Physics Teaching?

- Prepare a PowerPoint presentation in your laptop to present your Physics Pedagogical

Strategies (1-2 slides).

For support with this task see Tanzania Physics Syllabus at:

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/Physics%20-%20Pedagogy.pdf

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/Physics%20-%20Pedagogy.pdf

22

Key Resource 1c - Group Discussion Template – Constructivist Approach in Biology Teaching

Biology Group Notes:

- Look at the information sheets –






- What are the pedagogical strategies for applying the approach in the Biology

Teaching?

- Prepare a PowerPoint presentation in your laptop to present your Biology Pedagogical


For support with this task see Tanzania Biology Pedagogy Syllabus at:

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/BIOLOGY-Pedagogy.pdf

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/BIOLOGY-Pedagogy.pdf

23

Key Resource 1d - Group Discussion Template – Constructivist Approach in Mathematics Teaching

Mathematics Group Notes:







- What are the pedagogical strategies for applying the approach in the Mathematics

Teaching?

- Prepare a PowerPoint presentation in your laptop to present your Mathematics

Pedagogical Strategies (1-2 slides).

For support with this task see Tanzania Mathematics Pedagogy Syllabus at:

http://www.moe.go.tz/pdf/Mihutasari/Diploma_2009/MATHEMATICS%20-

%20Pedagogy.pdf

http://www.moe.go.tz/pdf/Mihutasari/Diploma_2009/MATHEMATICS%20-%20Pedagogy.pdf

http://www.moe.go.tz/pdf/Mihutasari/Diploma_2009/MATHEMATICS%20-%20Pedagogy.pdf

24

Key Resource 1e - Group Discussion Template – Constructivist Approach in English Teaching

English Group Notes:







- What are the pedagogical strategies for applying the approach in the English Teaching?

- Prepare a PowerPoint presentation in your laptop to present your English Pedagogical


For support with this task see Tanzania English Pedagogy Syllabus at:

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/English%20-%20Pedagogy.pdf

http://moe.go.tz/pdf/Mihutasari/Diploma_2009/English%20-%20Pedagogy.pdf

25

Key Resource 2: Information Briefs – New Pedagogies in Science, Mathematics and English

Resource 2a: Syllabus Overview - Science, Mathematics sand English

Science Mathematics and English Syllabuses in Tanzania

The new Science, Mathematics and English (SME) syllabuses for ordinary level secondary

education (Form I to Form IV) are revised versions of the 1997 syllabuses. The revised

syllabuses have observed a paradigm shift from content to competence based curricula and

give room for the learner to build skills and competences in SME. They encourage the

constructivist approaches whereby the learner participates actively in the construction and

acquisition of knowledge. Consistent with the country’s training policy, the syllabuses have

taken into account societal needs.

Aims an Objectives of Education in Tanzania

The general aims and objectives of education in Tanzania are:

a) To guide and promote the development and improvement of the personalities of the

citizens of Tanzania, their human resources and effective utilization of those resources

in bringing about individual and national development;

b) To promote the acquisition and appreciation of the culture, customs and traditions of

the people of Tanzania;

c) To promote the acquisition and appropriate use of literacy, social, scientific,

vocational, technological, professional and other forms of knowledge and attitudes for

the development and improvement of the condition of man and society;

d) To develop and promote self-confidence and an inquiring mind, and understand and

respect for human dignity and human rights and readiness to work hard for personal

self-advancement and national development;

e) To promote and expand the scope of acquisition, improvement and upgrading of

mental, practical, productive and other skills needed to meet the changing needs of

industry and the economy;

f) To enable every citizen to understand and uphold the fundamental of the National

Constitution as well as the enshrined human and civic rights, obligations and

responsibilities;

g) To provide love for work, self and wage employment and improve performance in the

production and service sectors.

26

Resource 2b: Constructivist Approach

Constructivist Approach Timeline

Learning Discovery Reception Assisted (Scaffolding)

Background Jerome Brunner (1966) David Ausubel (1968) Lev Semyonovich Vygotsky

Definition Teaching methods in which students are encouraged to discover principles for themselves.

Teaching method in which the teacher structures the learning situation to select materials that are appropriate for students and then presents them in well-organized lessons that progress from generic to specific details.

Teacher guides instruction, so that students will master and internalize the skills that permit higher cognitive functioning.

Principles Top-down: start with complex problem and work out or discover basic skills to solve

Cooperative learning

Experimentation Open-ended

problems Learn on own

through active involvement with concepts and principles

Teacher structures learning situation

Expository teaching Students actively

involved in learning process

Use of prior knowledge for new learning

Knowledge continually changes once “inside” the learner’s minds

Individuals construct knowledge by working to solve realistic problems, usually in collaboration with others.

Learning as a change in meaning constructed from experience.

Individual interpretation of experience vs. objective representation (information processing perspective)

Applications for Instruction

Encourage independence in early school career

Encourage students to solve problems on own or in groups

Learning should be flexible and exploratory

Arouse children’s curiosity

Minimize risk of failure

Relevant learning

Return to important concepts

Incoming information must be integrated into what students already know

Teachers should use a deductive teaching approach

Organize instruction beforehand: general concepts first then move to inclusive details

Plan brief class discussions before new material is presented so students can share important background information

Pose "good" problems - realistically complex and personally meaningful.

Create group learning activities.

Model and guide the knowledge construction process.

Source: Instructional Development Timeline at: http://my-ecoach.com/project.php?id=12152&project_step=30624

http://my-ecoach.com/project.php?id=12152&project_step=30624

http://my-ecoach.com/project.php?id=12152&project_step=30624

27

Resource 2c: How We Learn

28

Activity 3 - What is Technology, Pedagogy and Content Knowledge?


29

Key Resource 1: Group Discussion Templates – The TPACK Game

Key Resource 1a - Group Discussion Template – TPACK Game in Chemistry


In the basic skills course you have been introduced to a number of ICT applications. The

group should explore how you can apply these application to support content and pedagogy

in a Chemistry classroom activity

TPACK Game

1. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy

Envelopes)

Technology Envelope Content Envelope Pedagogy Envelope

WordProcessors - tables,

graphs, headings, indexing,

forms

Water treatment and

purification

Arouse students curiosity

Electronic spreadsheets,

databases, worksheets

Metals and their compounds

Organize general concepts first

then move to inclusive details

Internet open source software Chemicals and apparatus Create group learning activities.

2. Think of a sound classroom activity that uses that technology, content, and pedagogy

Classroom activity using content, pedagogy and technology knowledge

3. How does the technology support the content and the pedagogy?

Describe how the technology will support the content:

Describe how the technology will support the pedagogy:

For support with this task see Key Resource 2: Information Brief – What is Technology,

Pedagogy and Content Knowledge?

30

Key Resource 1b - Group Discussion Template – TPACK Game in Physics



group should explore how you can apply these applications to support content and

pedagogy in a Physics classroom activity

TPACK Game


Envelopes)




forms

Measurement (basic

fundamental quantities, derived

quantities, basic apparatus,

equipment and their uses,

density and relative density)




Light (sources of light,

propagation and transmission of

light, reflection of light)



Internet open source software Work, Energy and Power Create group learning activities.






For support with this task see Key Resource 2: Information Brief – What is Technology,

Pedagogy and Content Knowledge?

31

Key Resource 1c - Group Discussion Template – TPACK Game in Biology

Biology Group Notes:



in a Biology classroom activity

TPACK Game


Envelopes)




forms

Classification of living things Arouse students curiosity



Respiration - aerobic respiration,

(anaerobic respiration, infection and diseases of the respiratory system etc.)



Internet open source software Transport of materials in living things,

(diffusion, osmosis and mass-flow, transport of materials in mammal etc.)







For support with this task see Key Resource 2: Information Brief – What are

Technology, Pedagogy and Content Knowledge?

32

Key Resource 1c - Group Discussion Template – TPACK Game in Mathematics




in a Mathematics classroom activity

TPACK Game


Envelopes)




forms

Perimeters of triangles and

quadrilaterals




Factors and multiples of

numbers



Internet open source software Ratio, profit and loss, simple

interest









33

Key Resource 1c - Group Discussion Template – TPACK Game in English




in an English classroom activity

TPACK Game


Envelopes)




forms

Interpreting simple stories,

interpreting poems




Expressing Personal and Group

Routine/ Habits



Internet open source software Writing personal letters Create group learning activities.








34

Key Resource 2: Information Brief – What are Technology, Pedagogy and Content Knowledge?

TECHNOLOGY PEDAGOGY AND CONTENT KNOWLEDGE (TPCK)

Technology Pedagogical Content Knowledge (TPACK) is a framework that has been developed to assist teachers in integrating technology use to support content and pedagogy in their lesson planning.

See below how TPACK can be broken down and defined in elements of TK, CK, PK, PCK, TCK, TPK and TPACK:

1. Technology Knowledge (TK): Technology knowledge refers to the knowledge about various technologies, ranging from low-tech technologies such as pencil and paper to digital technologies such as the Internet, digital video, interactive whiteboards, and software programs.

2. Content Knowledge (CK): Content knowledge is the knowledge about actual subject matter that is to be learned or taught.

3. Pedagogical Knowledge (PK): Pedagogical knowledge refers to the methods and processes of teaching and includes knowledge in classroom management, assessment, lesson plan development, and student learning.

4. Pedagogical Content Knowledge (PCK): Pedagogical content knowledge blends both content and pedagogy with the goal being to develop better teaching practices in the content areas.

5. Technological Content Knowledge (TCK): Technological content knowledge suggests that teachers understand that, by using a specific technology, they can change the way learners practice and understand concepts in a specific content area.

6. Technological Pedagogical Knowledge (TPK): Technological pedagogical knowledge refers to the knowledge of how various technologies can be used in teaching, and to understanding that using technology may change the way teachers teach.

7. Technological Pedagogical Content Knowledge (TPACK): Technological pedagogical content knowledge refers to the knowledge required by teachers for integrating technology into their teaching in any content area.

http://www.tpck.org/tpck/index.php?title=Image:Tpack-contexts-small.jpg

35

UNIT 2: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE

ICT Teacher Competencies

ICT Teacher Competencies Domain Level Teachers match specific Science Mathematics and English

curriculum standards to particular software applications and

content and describe how these standards are supported by

these applications and improvement of professional practices.

Curriculum:

Curriculum Planning

Applying ICT in SME

(technology literacy)

Teachers describe how didactic teaching with ICT can be

used to support students’ acquisition of school subject matter

and incorporate appropriate ICT activities into lesson plans so

as to support students’ acquisition of school subject matter

knowledge.

Pedagogy: Planning Applying (technology

literacy)

Teachers describe the internet and the World Wide Web,

elaborate on their uses, and describe how a browser works

and use of URL to access a website and how to use a search

engine to do a keyword Boolean search.

ICT: Internet Applying (technology

literacy)

Activity 4: Why Science? Why Mathematics? Why English?


36

Key Resource 1: Group Discussion Templates – Why SME?

Resource 1a: Group Discussion Template – Why Science?

Group 1 Notes: Why Science?

o Review the Objectives of Education, Secondary Education and Science in the syllabus

o Discuss and record the group’s thoughts on the question: why is Science an essential

subject in Tanzania Secondary schools?

o Prepare a PowerPoint presentation in your laptop to present a summary of the main points

from your group discussion (1-3 slides).

Resource 1b: Group Discussion Template – Why Mathematics?

Group 2 Notes: Why Mathematics?

o Review the Objectives of Education, Secondary Education and Mathematics in the

syllabus

o Discuss and record the group’s thoughts on the question: why is Mathematics an essential




Resource 1c: Group Discussion Template – Why English?

Group 3 Notes: Why English?

o Review the Objectives of Education, Secondary Education and English in the syllabus

o Discuss and record the group’s thoughts on the question: why is English an essential




37

Activity 5: Introducing Technology in Science, Mathematics and English Teaching


38

Key Resource 1: Group Discussion Templates - TPACK in Science

Resource 1a: Technology support to Science Content

Group 1 – Technology & Content:

Briefly review Gertrude’s Chemistry lesson (Key Resource 2)

What key concepts was she introducing in her content?

What technology did she use to support her content?

How did the technology support content & concepts understanding?

Could she have used the technology to support her lesson content / concepts in a

better way? How?

Resource 1b: Technology support to Science Pedagogy

Group 2 – Technology & Pedagogy:

Briefly review Gertrude’s Chemistry lesson plan (Key Resource 2)

What pedagogical approach did she use?

What technology did she use to support her pedagogical approach?

How did the technology support her pedagogical approach?

Could she have used the technology to support her pedagogical approach in a better

way? How?

Resource 1c: Technology support to Science Pedagogy & Content

Group 3: Technology, pedagogy and content:

Briefly review Gertrude’s Chemistry lesson (Key Resource 2)

What key concepts was she introducing in her content?

What pedagogical approach did she use to support her teaching of the content?

What technology did she use to support her content and pedagogy?

Could she have used the technology to support her lesson content and pedagogical

approach in a better way? How?

39

Key Resource 2: Information Brief – Chemistry Lesson Plan

TEACHER’S LESSON PLAN: CHEMISTRY

Date Subject Class Period Time Number of students

02/02/2011 Chemistry Form

III

4th

&

5th

10.30 -

11.50

Registered Present

63 60

Main Goal: Students should understand the concept of electrolysis

Specific Goal: At the end of the lesson students should be able to describe the process taking

place during electrolysis

Main topic: Ionic theory and electrolysis

Subtopic: Electrolysis of copper (ii) sulphate solution using carbon electrodes

Materials: -Beaker, Carbon electrodes, Copper (ii) Sulphate, solution, Switch, Battery and

wire

The power point show will cover the concept of formation of ions in copper (ii) sulphate

solution, formation of copper deposits on cathode and evolution of hydrogen gas from the

anode.

Lesson Development Activities Teaching activities Students activities Time

Introduction Arrange students in group of three or

four.

Provide them with relevant materials

Observe the demonstration and carry

out experiment at the end of

demonstration.

10min

Main body Introduce the concept of Electrolysis by

using animation of the movement of

ions between electrodes

Ask students to arrange the apparatus in

a manner similar to the experiment

demonstrated through animation

Guide students to follow the procedure

of the experiment as demonstrated

through animation and observe the

outcomes

Ask students to explain at each stage of

the experiment how it relates with the

animation that is just presented and

explain why and how

Student will observe the animation

In a group of four they will have to

arrange the apparatus as shown in the

diagram

Connect the cells with the electrodes

Immerse the electrodes in the solution

Connect the switch.

Observe what happens at the

electrodes and compare with the

demonstration in the animation

Explain it in relation to what they see

in the slides presentation

40min

Application Ask students to discuss their results

with the help of equations and explain

the reaction at electrodes and the

conclusion they can draw from their

observation in the animation and the

experiment they have carried out

In groups, discuss the results by using

equation.

Reflect on the animations presented

by the teacher and explain the

relationship between their experiments

and teachers presentation.

Draw a conclusion about Electrolysis

20min

Closing Make a short summary and discussion

over their conclusion

Ask questions and discuss with a

teacher about electrolysis 10min

Teachers’ Reflection ………………………………………………

………………………………………………………………………………………………………………………

Lesson Plan Provided by Project Team

40

Activity 6: Exploring Website Resources for Science, Mathematics and English Teaching


41

Key Resource 1 – Group Templates Identification PPP Resources

Key Resource 1a – Group Template Identification PPP Resources - Chemistry

Name of web site: World of Teaching

(http://www.worldofteaching.com/photosynthesispowerpoints.html)

Chemistry Topics Form 1 Sub-topics Are there presentation

resources for the topics?

Yes/No

Practicals Chemicals and apparatus

Introduction of Chemistry The Concept of Chemistry

The Importance of Chemistry in

Life

Heat and sources of flames Heat sources

Types of flames

Matter Concept of matter

States of matter

Physical and chemical changes

Elements and symbols

Compounds and mixtures

Separation of mixtures

Air, Combustion, rusting

and Fire Fighting

Composition of air

Fire Fighting

Rusting

Note: Highlighted topics identified as ‘hard to teach’ in needs assessment

http://www.worldofteaching.com/photosynthesispowerpoints.html

42

Key Resource 1b – Group Template Identification PPP Resources - Physics



Physics Topics Form 1 Sub-topics Are there presentation


Yes/No

Practical Computerized modern kits

Introduction to Physics Concepts of Physics

Application of Physics in Real

Life

Measurement Concepts of measurement

Basic fundamental quantities

Derived quantities

Basic equipment and their uses

Density and relative density

Force Concept of force

Types of forces

Effects of forces

Archimedes Principle and

Law of Flotation

Archimedes Principle

Law of Flotation

Structure and Property of

matter

Structure of matter

Elasticity

Adhesion and Cohesion

Surface tension

Capillarity

Osmosis

Pressure Concept of pressure

Pressure due to solids

Pressure in Liquids

Atmospheric Pressure

Work, Energy & Power Energy

Work

Energy

Power

Light Sources of light

Propagation and transmission of

light

Reflection of Light



43

Key Resource 1c – Group Template Identification PPP Resources - Biology



Biology Topics – Form 1 Sub-topics Are there presentation


Yes/No

Classification of living

things

Concept of Classification

Classification systems

Viruses

Kingdom Monera

Division - Filicinophy

Nutrition Concepts of nutrition and food

nutrients

Nutrition in mammals

Human nutrition

Digestive system in Humans

Nutrition in plants

Mineral requirement in plants

Photosynthesis

Properties in Food Substances

Food Processing, preservation

& storage

Safety in our environment First Aid

Safety at home and at school

Waste disposal

The concept of health and

immunity

Personal hygiene and good

manners

HIV and AIDs

STIs and STDs

Management of STIs and

HIV/AIDS

Care & support of people living

with HIV/AIDs

Cell structure and

organization

The Concept of Cell

Cell differentiation



44

Key Resource 1d – Group Template Identification PPP Resources - Mathematics



Mathematics Topics – Form 1 Sub-topics Are there presentation resources

for the topics? Yes/No

Numbers Base ten numeration

Natural and Whole number

Operations and whole numbers

Factors and multiples of numbers

Integers

Rational numbers

Irrational numbers

Real numbers

Fractions Proper, Improper and Mixed Numbers

Comparison of Fractions

Operations and Fractions

Decimals and percentages Decimals

Operations and Decimals

Percentages

Measurement Units Units of length

Units of mass

Units of time

Units of capacity

Number Approximations Rounding off numbers

Significant figures

Approximation in calculations

Angles

Constructions

Polygons and Regions

Circles

Algebra Algebraic operations

Equations in one unknown

Equations in two unknowns

Inequalities

Ration, profit and loss Ratio

Profits and loss

Simple Interest

Coordination geometry Coordination of a point

Gradient of a line

Equation of a line

Graphics of linear equations

Simultaneous equations

Perimeters and areas Perimeters of triangles and

quadrilaterals

Circumference of a circle

Areas of rectangles and triangles

Areas of trapezium and parallelogram

Area of a circle



45

Key Resource 1e – Group Template Identification PPP Resources - English



English Topics – Form 1 Sub-topics Are there presentation

resources for the optics?

Yes/No

Listening to and

Understanding Simple Texts

About a Variety of Events and

Situations

Listening & understanding

simple oral texts & events

Listening to and understanding

simple texts on situations

Listening to dictions

Giving directions Stating directions

Using a dictionary skills of using dictionary

Expressing personal and

group routine habits

Expressing Personal and Group

Routine/ Habits (p5),

expressing personal routine/

habits, group routine/ habits

Expressing On-going Activities

(p6) talking about on-going

activities

Expressing Likes and Dislikes

(p6) expressing likes / dislikes,

expressing preferences

Expressing Opinions and

Feelings (p10), expressing

personal opinions,

Talking about one’s family Expressing family relations

Talking about occupations of

family members

Talking about ownership or

possession

Describing physical appearance

Describing character

Expressing opinions &

feelings

Expressing personal opinions

Expressing state of health

Expressing feelings

Talking about past events/

activities

Expressing past activities

Expressing past events

Expressing Future Plans/

Activities

Talking about future plans and

activities

Vocabularies

Words in context, structure,

using articles, phrases, tenses

Reading a Variety of Texts

(

Intensive reading

Interpreting Literary Works Interpreting simple stories,


46

English Topics – Form 1 Sub-topics Are there presentation

resources for the optics?

Yes/No

Iinterpreting poems

Analyzing Information from

the Media

Analyzing information from the

media

Analyzing non-factual

information from the media

Writing Personal Letters

(p14),

Writing friendly letters,

Taking notes,

Writing notes from oral texts

Writing notes from written texts

Writing a variety of texts Filling in forms

Writing things in a diary


47

Key Resource 2 – Group Discussion Template – PowerPoint TPCK

PowerPoint TPCK Group Discussion Template

Pick a PowerPoint presentation from the World of Teaching Website that could be

adapted for use to support content and pedagogy in a Form 1 Science (Chemistry,

Physics or Biology), Mathematics or English topic.

Describe one classroom activity that can use that technology to support the topic

content and pedagogy

Group Discussion Template – TPCK Game

Subject:

Selected Subject Topic:

PowerPoint Presentation Topic:

Classroom activity – describe one good classroom activity for using the PowerPoint

Presentation to support content and pedagogy in the selected topic of the group subject area:

48

Activity 7: Using CD-ROMs in SME Teaching


49

Key Resource 1: Group Discussion Templates – The TPCK Lesson

Resource 1a: Group Coding Template - Coding the Biology Lesson Plan

Group Task: Use pencil/ pen to code the teacher’s lesson using the coding scheme below:

CK = Content knowledge; PK = Pedagogy Knowledge; TK = Technology Knowledge; TPCK

= Technology, Pedagogy, Content Knowledge

TEACHER’S LESSON PLAN: BIOLOGY


23/04/2009 Biology Form

IV

7th

& 8th

12.40-01.10 Registered 23/04/2009

63 4

Student Competence: At the end of the lesson students should be able to explain the

interaction between mRNA, rRNA and tRNA during DNA coding

Main topic: Genetics

Subtopic: DNA coding

Materials: Classroom Laptop, CD, book and PowerPoint projector

Teaching Approach: Task Based Learning

Lesson Development Activities Time Teaching activities Students activities Assessment

Introduction 10min Introduce a lesson by asking

questions about chromosomes,

DNA and RNA

Respond to questions at random.

Is the student

able to respond

to the

questions

about

chromosomes,

DNA & RNA?

New

Knowledge 35min Introduce a CD about

genetics, specifically DNA

coding

Ask students to explain the

process

A teacher will move around

the groups to support their

process to draw the

Students will watch the

process from the ppt provided

by the teacher

Students in groups will make a

sketch map of the process by

using the classroom laptop (1

group) and pen and paper (all

other groups).

Is the student

able to explain

the process of

DNA coding?

P – Pedagogy

C - Content

T – Technology

50

Activities Time Teaching activities Students activities Assessment

conceptual map of the

interaction between rRNA,

mRNA and tRNA

Students will have to show the

movement of each RNA

during the DNA coding

process

Reinforcement 20min The teacher will guide students

to present their sketches using

PPT/word or paper presentation

format

Students will present their sketches

to their colleagues by using PPT

/Word or paper presentation

format.

Reflection 10min The teacher asks the students

about the areas of difficulties

experienced in the lesson and

responds to the points raised.

Students identify areas of

difficulties in the lesson.

Is the student

able to identify

the areas of

difficulties in

the lesson?

Consolidation 10min Summarize and conclude the

lesson

Students will take note

Students' evaluation …........................................................................................

Teachers’ evaluation ………………………………………………

…………………………………………………………………………………………………

Teachers’ Reflection ………………………………………………

…………………………………………………………………………………………………

Lesson Plan provided by Project Team

51

Resource 1b: Does Technology Change the Lesson?

Group Discussion Template

Examine Ayoub’s Biology Lesson Plan (Resource 1a)

Briefly review the information briefs on Applying ICT in SME (Resource 2)

Discuss and record the group’s reflections on the questions below on how the use of

technology may have changed the content and pedagogy of Ayoub’s lesson.

In Ayoub’s Biology lesson

Does his use of technology change the content that he is delivering? How?

Does his use of technology change his pedagogical approach? How?

52

Key Resource 2: Information Briefs – Applying ICT in SME

Key Resource 2: Applying ICT in Science, Mathematics and English

ICT IN NATURAL SCIENCES

A few of t h e many ways that ICT can be used e f f ec t i ve l y in the t e ac h i n g of

natural science subjects are illustrated in the following examples.1

Spreadsheets

Students can use spreadsheets to tabulate and calculate results of experiments.

The use of spreadsheets is the clearest and quickest way to demonstrate how

manipulat ing a particular variable produces certain effects. Students can also

request various types of charts to be plotted from values entered into a

spreadsheet. Teachers can prepare templates that have values already entered to

illustrate effects of manipulating variables, which is most appropriate for work on

simulation and modeling. At a more advanced level, spreadsheets can be designed

by students themselves in order to help solve rea l i s t ic and co n t ex t u a l problems.

Databases

Students can create and use databases for storing variables such as the characteristics

of chemical elements in the periodic table, characteristics of plants, insects, and

mammals; and then interrogate these databases to find relationships and

commonalties. As a first step, teachers can prepare databases into which students can

add data. At a more advanced level, databases can b e d e s i g n e d by s t u d en t s

themselves in order to help to solve realistic and contextual problems.

Composing Documents and Presentations

Students can use a word processor or presentation software to report on the

results of experiments or research they conduct. Students will appreciate adding

ready-to-use graphics, or graphics that they create themselves. They can also use data

and graphs created from measurement software.

Information and Communication

Students can use ICT tools to communicate with other students on a local network,

or with students in other schools, both locally and overseas. For research and for

specific assignments, information available on the I n t e r n e t can be used. Online

data can be retrieved and shared with others about topics such as the

weather, the state of the environment, space programmes, and so on.

Furthermore, use can be made of readily available easy-to-use applets to simulate

all kinds of natural processes and phenomena.

1 Source of Information Brief in this section: UNESCO (2002) ICT in Education: A Curriculum for Schools and

Programmes for Teacher Development, Paris, UNESCO

53

Measurement

Using mechanical, temperature and other probes to monitor experiments, and

feeding the readings directly into a spreadsheet or graphical program, helps to

obtain reliable results more easily and makes classroom work more realistic.

Several software tools exist that take readings, present these graphically, and aid

interpretation.

Modeling and Simulation

Simulations can be conducted in classrooms without any danger to students. When students

have performed or have witnessed a demonstration, repeating the experience through

modeling will give them further insight into the role of variables and parameters in a Process.

Robots and Feedback Systems

Students can build robots and use robotics to perform experiments, particularly in physics and

technical areas. They may arrange for input from sensors, processing, output and feedback.

54

ICT IN MATHEMATICS

There are numerous ways for applying ICT in mathematics subjects to

motivate students and to demonstrate the utility of mathematics in real life.

Students can build and use robots to perform experiments.

Spreadsheets

From doing repetitive calculations to showing patterns in certain number

manipulations, spreadsheets can play an important role in mathematics at most

levels. With spreadsheets, students can manipulate variables or parameters

to see certain effects clearly and quickly. Students can also request various

types of charts to be plotted from values entered into a spreadsheet. Teachers

can prepare templates which have values already entered in order to illustrate

effects from manipulating variables, which is appropriate for work on

simulation and modeling. At a more advanced level, spreadsheets can be

designed by students themselves in order to help to solve realistic and contextual

problems.


Students can use applets that are readily available on the Internet for

performing mathematical activities and solving certain mathematical problems.

Modeling and Simulation

Students can use simple modeling packages, such as Mathematical, to gain

insight into mathematical functions. Graphic calculators can also be used for

this purpose. Such ICT tools are likely to change – some say completely – the

curriculum of mathematics itself. Their use gives students access to easily

applied tools for performing tasks that they would previously have had to learn

before such tools became available. What all this implies is a shift from the

mechanical task of drawing graphs for functions to the higher order learning

skill of interpreting graphs drawn with ICT tools, and in the process changing

the way that mathematics is taught. Modeling and simulation can also be used

with special software for geometry and stereometry to give students a greater

understanding of figures in two- and three-dimensional space.

Statistics

Suitable statistical software tools eliminate hours of calculation in statistical

analyses, thus allowing students to focus more on interpreting results.

Again, these kinds of ICT tools are changing the way mathematics is taught.

55

ICT IN LANGUAGES

There are many examples of h o w ICT can be introduced in language teaching.

Here are a few.

Word Processing

The most common application of ICT in languages is word processing to create,

for example, letters and other documents. Teachers can create cloze reading texts

(texts with missing words or words missing punctuation, plural or tense endings)

for students to complete. Arranging a story in chronological order, or completing a

story or an outline, are other valuable applications. Using spelling and grammar

checkers in a proper way can give students a feeling of self-confidence when producing

written texts.

Composing Documents and Presentations

Students find composing documents and making presentations motivating

for produce reports on topics in their mother tongue or a foreign language

using ICT tools. To illustrate what they produce gives students an impetus to

write. Students appreciate adding ready-to-use graphics or graphics that they

create themselves.


Nothing seems to be more motivating for students than to communicate with a

native speaker of a foreign language in a distant country searching for

information and communicating with foreign speakers. More equality can be

reached by communicating in the foreign language with other non-native

speakers in other countries. Setting up email links such as in the Australian

project Computer Pen Pals or in the French initiative Mini Web, Multilingual and

Maxi learning (MMM) project is very effective. In the future, video

conferencing will be a quite normal way to communicate online.

The information that is available on the Internet about a foreign country

and in a foreign language can be used in many different ways: to give

assignments and tasks to students (e.g. In combination with the production of

presentations), to provide context and cultural background information, and

to make classroom learning more real. Finally, there is a considerable amount of

information on the Internet or contained on specific CD-ROMs about writers

and books: databases, excerpts, reviews, opinions, and so on. This ready access

will change the nature of language teaching because this information is so easy to

access.

Speech Recognition and Synthesis

Given the right software, students can compare their own pronunciations with

those of a synthesized model, both orally and visually.

56

Activity 8: Using Free and Open Software in SME Teaching


57

Key Resource 1: Group Discussion Templates – Software Use in SME

Resource 1a: Exploring and Using Free and Open Software Tools

Group Notes:

Step 1

Visit the UNESCO e-resources website and access Collection of E-Learning Tools –

Recommended for Advanced Learners with software tools for Geography &

Astronomy, Language Learning, Mathematics, Science, Programming and

Memorizing (http://www.unescobkk.org/education/ict/online-resources/e-

library/elibrary-themes/teaching-and-learning/collection-of-e-learning-tools-

recommended-for-advanced-learners/) or access on CD-ROM

Scroll down the Collection of e-Learning Tools find the software applications

available under your subject area.

Download one software programme you are interested in onto your laptop.

Step 2

In pairs explore the downloaded software to see what it can do for your Science,

Mathematics or English learners.

Write a list of instructions for your learners on how to use the software that you have

identified for your subject area.

Learner instructions for using Science or Mathematics or English e-tool:

http://www.unescobkk.org/education/ict/online-resources/e-library/elibrary-themes/teaching-and-learning/collection-of-e-learning-tools-recommended-for-advanced-learners/



58

Resource 2a: Lesson Plan Mathematics

TEACHER’S LESSON PLAN: MATHEMATICS


23/04/2011 Mathematics Form

I

7th

&

8th

12.40-

01.10

Registered Present

Student Competence: At the end of the lesson students should be able to plot points on an axis and

on a graph.

Main topic: Coordinate Geometry

Subtopic: Graphs

Materials: Classroom Laptop and PowerPoint projector, ‘Graph’ open software, guiding manuals and

PowerPoint projector

Teaching Approach: (i) Brainstorming and participatory lecture (ii) Group practical and activities.

Lesson Development


Introduction 10min The teacher introduces

the general topic of

drawing a graph

Illustrate a graph with

x & y axis and

coordinates by using a

‘graph’ software

application on his

laptop.

While the teacher

demonstrates he

presents students with

questions on each step

The students observe the

teacher demonstration

They respond to the questions

on the demonstrations

Can the

students follow

and understand

the

demonstration?

Are the

students able to

respond to the

questions?

New

Knowledge

40min The teachers

introduces the main

topic themes of

plotting co-ordinates

using ordered pairs,

plotting points on an

axis and plotting

points on a graph

The teacher asks

students individually

to draw graphs and

plot points on axes and

a graph in their copy

books

The teacher moves

around the students to

support their graph

drawing

Students will watch the

process from the ppt provided

by the teacher

Students individually make x

& y axis and plot points on a

graph based on co-ordinates

given by the teacher

Can the students

accurately plot the

graphs using the

coordinates

provided by the

teacher?

59


Application 20min Teacher will present a

quick quiz to class in

groups using “Hot

Potatoes’ software

Which points intersect

with the y-axis?

Point A, B, C or D

Which point would be

labeled with the

ordered pair notation

of (100, 200)? Point

A, B, C or D etc.

Each group will consult its

members and answer the

questions through one group

reporter

Group with highest score are

the math champions for the

day

Are the students

applying their

learning to the

problems presented

in the quiz?

Reflection The teacher relates

learning to real life

situations – presenting

examples of graphs to

plot gasoline used and

number of miles

driven; length of

candle & time it is

burning etc.

The teacher asks the

students for other

examples

Students answer question on

graph use presented by teacher

Students provide other

examples

Can students

identify real

examples of graph

from their everyday

lives?

Closing 10min Summarize and conclude

the lesson

Students will take notes

Teacher's evaluation…………………………………………………………………………….

Student evaluation......................................................................................................................

Teachers’ Reflection…………………………………………………………………………….


60

Resource 2b: Lesson Plan Mathematics – Teacher’s Notes

Lesson Activities

Steps Activities Graph Resources (to be demonstrated on ‘Graph’

software)

HOW TO

DRAW A

GRAPH

A graph is a visual representation of a

relationship between, but not restricted to, two

variables. A graph generally takes the form of a

one- or two-dimensional figure such as a

scatterplot. Although, there are three-

dimensional graphs available, they are usually

considered too complex to understand easily.

A graph commonly consists of two axes called

the x-axis (horizontal) and y-axis (vertical).

Each axis corresponds to one variable. The

axes are labeled with different names, such as

Price and Quantity.

The place where the two axes intersect is called

the origin. The origin is also identified as the

point (0,0).

A point on a graph represents a relationship.

Each point is defined by a pair of numbers

containing two co-ordinates (x and y). A co-

ordinate is one of a set of numbers used to

identify the location of a point on a graph.

Identifying

the x-co-

ordinate

In the following section, you will learn how to

determine both co-ordinates for any given

point, and to correctly label the co-ordinates of

a point.

The x-co-ordinate of a point is the value that

tells you how far the point is from the origin on

the (horizontal) x-axis. In order to find the x-

co-ordinate of a point on any graph, draw a

straight line from the point to intersect at a

right angle with the x-axis. The number where

the line intersects with the x-axis is the value

of the x-co-ordinate.

Figure 2 is a graph with two points, A and B.

Question: Identify the x-co-ordinate of points A and B.

Answer: The x-co-ordinate of point A is 50, and the x-co-ordinate of

point B is 200

Identifying

the y-co-

ordinate

The y-co-ordinate of a point is the value that

tells you how far away the point is from the

origin on the vertical or y-axis. To find the y-

co-ordinate of a point on a graph, draw a

straight line from the point to intersect at a

right angle with the y-axis. The number where

the line intersects the y-axis is the value of the

y-co-ordinate.

Question: Identify the y-co-ordinate for point A and point B on Figure 3

Answer: The y-co-ordinate of point A is 200, and the y-co-ordinate of point B is 50.

61

Steps Activities Graph Resources (to be demonstrated on ‘Graph’

software)

Identifying

points on a

graph

Once you have determined the co-ordinates of

a point, you can label the points using ordered

pair notation. This notation is simple—points

are identified by stating their co-ordinates in

the form of (x, y). Note that you must plot the

x-co-ordinate first as in Figure 2.

The x- and y-co-ordinates for each of points A and B are identified in

Figure 4 below.

The x-co-ordinate of point A is 50 and the y-co-ordinate of point A is

200. The co-ordinates of point A are therefore (50, 200).

The x-co-ordinate of point B is 200 and the y-co-ordinate of point B is

50. The co-ordinates of point B are therefore (200, 50).

Points on

the axes

If a point falls on an axis, you do not need to

draw lines to determine the co-ordinates of the

point. In Figure 5 below, point C lies on the y-

axis and point D lies on the x-axis. When a

point lies on an axis, one of its co-ordinates

must be 0.

Point C lies on the y-axis and has an x-co-ordinate of 0. When you

move along the y-axis to find the y-co-ordinate, the point is 200 from

the origin. The co-ordinates of point C are therefore (0, 200).

Point D lies on the x-axis and has a y-co-ordinate of 0. If you move

along the x-axis to find the co-ordinate, the point is 100 from the origin.

The co-ordinates of point D are therefore (100, 0).

Quick quiz!

Answer the following questions using Figure 6

below.

Which points intersect with the y-axis? Point

A, Point B, Point C or Point D

Which point would be labeled with the ordered

pair notation of (100, 200)? Point A, Point B,

Point C or Point D

Which points have a y-co-ordinate of 100?

Point A, Point B, Point C or Point D

Answers; 1. Point A 2. Point B 3. Point C

Lesson Plan Notes Provided by Project Team

62

Source: Graph http://www.padowan.dk/graph

Graph free and open software assists users to draw mathematical graphs in a coordinate

system, available at:

http://www.padowan.dk/graph

63

Activity 9: Exploring the Internet


64

Key Resource 1: Group Evaluation Template - Website Resource Review

Resource 1a: Review of ICT SME Web Site Resources

Choose one website for review

Name of web site:

Feature and offering Yes/No

Free educator support materials

1. Lesson plans

2. Homework for science learners

3. Collaborative activities for science educators

4. Curriculum frameworks

5 Computer based worksheets

6. Printer friendly science resources for classroom use

Software

7. Freeware - totally free software

8. Shareware - free commercial software samples for trialing

9. ICT-based learning and teaching aids for buying

10. Simulation software (role-playing real situations, allowing

students to interact )

11. Drill and practice software (repetitive problems to solve or facts

to remember)

Information and communication

12. General information on science education

13. Chat room

14. Any other teacher interaction space online

65

Resource 1b: Evaluation of the Web Site for Useful Resources

Team assessment of site

Does the team find the site useful?

How does the team think that you can use the website resources in your subject area

for:

o Teacher demonstration activities

o Student group work activities

o Student homework activities

Summarize the group evaluation of the usefulness of the website below:

66

Key Resource 2: Information Briefs – Website Resources for SME

Resource 2a: Science, Mathematics and English Websites

Science websites

Discovery Education at: http://school.discoveryeducation.com

Science problems solvers and general education resources.

BBC Education at: http://bbc.co.uk/education

Science Literacy in the programme for International Student Assessment (PISA) at:

http://www.pisa.gc.ca/eng/science.shtml

Boston University Physics Department at: http://physics.bu.edu

School Science at: http://www.schoolscience.co.uk

Science lessons by subject and grade at:

http://www.reachoutmichigan.org/funexperiments/agesubject/subject.html

Chemistry pages – University of Wisconsin at:

http://www.uwplatt.edu/chemep/chem/chemscape/labdocs/catofp/bunsbur/bunsbur2.htm

UK S-cool UK Exam Revision website: http://www.s-cool.co.uk/

The Physics Education Technology (PHET) Project Interactive Simulations website at:

http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac#software-requirements

South African Agency for Science and Technology Advancement – Teacher Resources at:

http://www.saasta.ac.za/links/teachers.shtml

Mathematics websites

Math’s Forum - an international website with resources, materials, activities, person-to-person

interactions, and educational products and services at: http://mathforum.org/

Malati (Mathematics Learning and Teaching Initiative) - MALATI is a co-operative project of

mathematics educators at the Universities of the Western Cape, Stellenbosch and Cape Town at:

http://www.sun.ac.za/mathed/MALATI/

Discovery Education - an American website that provides innovative teaching materials for teachers,

useful and enjoyable resources for students, and smart advice for parents about how to help their

children enjoy learning and excel in school at: http://school.discoveryeducation.com/

Mathsnet - MathsNet.net is an independent British educational website providing free mathematics

resources to the education community at: http://www.mathsnet.net

http://school.discoveryeducation.com/

http://bbc.co.uk/education

http://www.pisa.gc.ca/eng/science.shtml

http://physics.bu.edu/

http://www.schoolscience.co.uk/

http://www.reachoutmichigan.org/funexperiments/agesubject/subject.html

http://www.uwplatt.edu/chemep/chem/chemscape/labdocs/catofp/bunsbur/bunsbur2.htm

http://www.s-cool.co.uk/

http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac#software-requirements

http://www.saasta.ac.za/links/teachers.shtml

http://mathforum.org/

http://www.wcape.school.za/malati

http://www.wcape.school.za/malati

http://www.sun.ac.za/mathed/MALATI/

http://school.discoveryeducation.com/

http://www.mathsnet.net/

67

Consortium for Mathematics and its Applications (COMAP) is an award-winning non-profit

organization in the United States of creating learning environments where mathematics is used to

investigate and model real issues in our world at: http://www.comap.com

Shodor Interactive tools: Shodor interactive tools’ goal is to improve Mathematics and Science

education through the effective use of modeling and simulation technologies at:

http://www.shodor.org/interactivate/tools/

math is Fun at: http://www.mathsisfun.com/link_to_maths_is_fun.html

Technology for Secondary/ College Mathematics at: http://www.tsm-resources.com/mlink.html

Links Learning Mathematics at: http://www.linkslearning.org/Kids/1_Math/1_Introduction/index.html

Mathematics Literacy in the Programme for International Student Assessment (PISA) at:

http://www.pisa.gc.ca/eng/math.shtml

English websites

BBC Learning English at: http://www.bbc.co.uk/worldservice/learningenglish/

English Lesson Plan Website at: http://english-lesson-plan.com/

English Club free website for Learners and teachers of English at:

http://www.englishclub.com/listening/index.htm

Links Learning Reading at: http://www.linkslearning.org/Kids/2_Reading/1_Introduction/index.html

English Teaching – UK Online Secondary Schemes of Work, Lesson Plans for teaching

English at: http://www.english-teaching.co.uk/

TeachIt – English Teaching Online UK at: http://www.teachit.co.uk/

Teaching English Today – A project of the English Academy of Southern Africa at:

http://www.teachenglishtoday.org/index.php/2011/01/web-based-resources/

ESL Teacher Handouts – Grammar Worksheets and Printable at:

http://www.usingenglish.com/handouts/

Web English Teacher at: http://www.webenglishteacher.com/grammar.html

Reading Literacy in the Programme for International Student Assessment (PISA) at :

http://www.pisa.gc.ca/eng/reading.shtml

Selingua is a vocabulary training program with built-in dictionaries - more than 2,000 words

in each of the following languages: English (both American and British), German, Spanish,

French and Swedish. Selingua http://www.wartoft.nu/software/selingua

http://www.comap.com/

http://www.shodor.org/interactivate/tools/

http://www.mathsisfun.com/link_to_maths_is_fun.html

http://www.tsm-resources.com/mlink.html

http://www.linkslearning.org/Kids/1_Math/1_Introduction/index.html

http://www.pisa.gc.ca/eng/math.shtml

http://www.bbc.co.uk/worldservice/learningenglish/

http://english-lesson-plan.com/

http://www.englishclub.com/listening/index.htm

http://www.linkslearning.org/Kids/2_Reading/1_Introduction/index.html

http://www.english-teaching.co.uk/

http://www.teachit.co.uk/

http://www.teachenglishtoday.org/index.php/2011/01/web-based-resources/

http://www.usingenglish.com/handouts/

http://www.webenglishteacher.com/grammar.html

http://www.pisa.gc.ca/eng/reading.shtml

http://www.wartoft.nu/software/selingua

68

Resource 2b: Teachers Lesson Plan Physics

TEACHER’S LESSON PLAN: PHYSICS


05/04/2011 Physics Form

II

1st &

2nd

periods

8.00 – 9.20 Registered Present

55 51

Main Goal: Students should understand the concept of currents, voltage and resistance

Specific Goal: At the end of the lesson students should be able to measure electric current

and voltage

Main topic: Simple Electric Currents

Subtopic: Electric current, voltage and resistance

Materials: Ammeter, Voltmeter and circuit components – batter, bulb and wire (if available);

blackboard/ copy book with measurement tables and group task; laptop and projector;

computer lab; PHET website – Circuit Construction Kit simulation

(http://phet.colorado.edu/en/simulations/category/new)


Introduction 10min Introduce the students to the

PHET website online circuit

construction kit

Drag and drop the ammeter and

voltmeter tools into the kit

workspace

Ask the students questions on

what the tools measure

Observe the

demonstration

Carry out experiment

at the end of

demonstration.

Is the student

able to observe

and carry out the

experiment

following the

teacher

demonstration?

New

Knowledge

30min Drag 3 batteries into the kit work

space

Measure the voltage of each

battery with the voltmeter

Record the measurement on the

blackboard

Ask the students to predict the

voltage measurement as

batteries are combined end to

end (2 batteries/ 3 batteries) and

record their predictions in their

copy books

Use the voltmeter simulation to

measure the voltage of combined

batteries

Student will observe

the simulation

Students will predict

the measurements and

record their

predictions in tables in

their copy books

Students observe the

measurements and

compare with their

predictions

Students describe what

is happening and

discuss their ideas on

Is the student

able to predict

the measurement

and record their

prediction?

http://phet.colorado.edu/en/simulations/category/new

69


Discuss with students what they

saw – and discuss ‘what if’

scenarios if the voltage in the

batteries was changed

the ‘what if’ scenarios

Reinforcement 30min Ask students to go the computer lab

and access the PHET site to carry

out the group follow-up task

Students use CCK to build the 3

circuits with light bulbs and a

battery. Students use the voltmeter

and ammeter to measure voltage of

battery and current in each circuit.

Students work in the lab

in groups on tasks set by

teacher

Students carry out

measurements

simulations and record

and discuss their results.

Are the students

able to measure

and record their

results?

reflection 10min Ask students to write

descriptions of experiments for

homework.

Explain to the students that they

should include in their

descriptions examples of circuits

that they see around them.

Students do homework

looking for examples

of voltage variation,

circuits and resistance

around them.

Is the

student able

to do the

given

homework?

Is the

student able

to fins

examples of

circuits in

their home

and or

village?

Consolidation 10min Teacher presents a summary of

new concepts on circuits

Students present

summaries on their

individual and group work

Student evaluation................................................................................................................... .........................

Teachers’ evaluation ……………………………………………

Teachers’ Reflection ……………………………………………


70

1 2 3 1 2

Resource 2c: Teachers Lesson Notes Physics

TEACHER’S LESSON PLAN NOTES: PHYSICS

Physics Lesson Plan: Batteries, Resistance and Current

Learning Goals: Students will be able to

Discuss basic electricity relationships

Build circuits from schematic drawings

Use an ammeter and voltmeter to take readings in circuits.

Provide reasoning to explain the measurements and relationships in circuits.

I. Observing voltage relationships

Go to the PHeT web site and use the Circuit Construction Kit simulation (CCK). Drag out three batteries.

Measure the voltage of each using the voltmeter and record the voltage in a table like the one shown. Then move

the batteries end to end as below to measure combined voltage.

1+2 1+2+3

a. Describe the relationship between the number of batteries and the voltage and explain

what you think might be happening.

b. What could you vary to test your description about the relationship? (Right click on the

batteries to change characteristics ). Run several tests recording your data in an organized

table.

c. Talk to another group about their description, tests and results. Rewrite your description

to include the more broad tests.

II. Using voltage

Use the Circuit Construction Kit simulation to build a circuit with a battery and a light bulb in the Lifelike visual

mode.

a. Draw what your circuit looks like.

b. How does the voltage of the battery compare to the light bulb voltage? Explain what you

think is happening.

c. Vary the voltage of the battery and write observations about how the brightness is

affected by voltage.

d. Think about a real light bulb and battery; explain what you think is happening that causes

the changes in brightness.

Battery Voltage (V)

1

2

3

1+2

1+2+3

71

III. Using voltage in series circuits

Use CCK to build the circuits below with a battery at about 12 volts and light bulbs. Turn on the voltmeter and

ammeter to measure voltage of the battery and current into it. Record bulb brightness with descriptive language.

Figure 1 Figure 2 Figure 3

a. Summarize the relationships you observed and explain what you think is happening.

b. Test to see if changing the battery voltage causes you to modify any of your conclusions.

Explain what you measured and any conclusions you draw from your tests.

c. What happens when you take a wire out of a circuit? Explain what you think is happening

d. Test using the voltmeter or ammeter in different ways. For example: Does it matter if you take

the reading on the left or right of the battery? Switch the meter ends? Describe your tests and

results.

Lesson Plan Notes Source: PhET is a website that provides fun, interactive, research-based

simulations for Physics, Biology, Chemistry, earth Science, Mathematics available at:

http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

# of bulbs Battery

voltage

(v)

Current

into

battery(A)

Brightness

of bulbs

1 9 2

2 9 1

3 9 ½

http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

http://phet.colorado.edu/sims/circuit-construction-kit/circuit-construction-kit-dc-virtual-lab_en.jnlp

72

UNIT 3: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE

Activity 10: Integrating ICT into Lesson Planning and Assessment

ICT Teacher Competencies

ICT Teacher Competencies Domain Level

Teachers select and demonstrate the use of technology

resources that enable students to explore issues and key

concepts and processes in SME subject areas.

Curriculum:

Learning

Environment

Applying (technology

literacy)


73

Key Resource 1: Group Review and Planning Templates

Resource 1a: TPACK Review of English Lesson

Dickson’s Reflection on his English Lesson

“The e-dictionary helped me lot especially with my students understanding and

pronunciation of word meanings because it includes many interactive activities. So using

the e-dictionary helps my students in a different and useful way”.

Group TPACK review

Review Dickson’s lesson plan and worksheet (Resources 2a and 2b)

How did Dickson’s use of the e-dictionary support student understanding (content)

and inter-active activities (pedagogy)?

Could he have used the technology to support his lesson content and pedagogical

approach in a better way? How? Show in table below:

Teacher Activity Student Activities Better Technology Use

Questions on word meaning Students respond to questions posed by the teacher

Presentation of word meaning and pronunciation

Students gain information from teacher presentation

Facilitation of group task – student worksheet for word meanings & sentences

In small to large groups, students engage in discussion and recording of worksheet

What evidence can Dickson show that his students are learning in a “different and

useful” way?

74

Key Resource 2: Information Briefs

Resource 2a: Teacher’s Lesson Plan - English


06/02/2011 English Form I 3rd

10.30 -

11.10

Registered Present

65 57

Main Goal: Students should be comfortable in using dictionaries effectively for obtaining

meanings, pronunciation and spellings of words

Specific Goal: At the end of the lesson students should be able to obtain the meanings and

opposites of words

Main topic: School graduation vocabulary & word meaning

Subtopic: meaning of words related to school

Materials: Paper and pencils, school graduation vocabulary worksheet, class dictionaries,

laptops with internet access to Wordsmyth free educational e-dictionary at:

http://www.wordsmyth.net/?ent=student&level=2


Introduction 10min Ask the student what is

the meaning of the word

‘graduation’?

Ask students to discuss/

brainstorm their thoughts

about how to get

meanings of difficult

words.

Students will offer their ideas

on the meaning of

‘graduation’

Students will discuss how they

work out word meanings

Is the student

able to explain

the meaning of

graduation?

Does the

student have

ideas on where

how to find

meanings of

difficult

words?

New

Knowledge

40min Using the laptop and

online WordSmyth

dictionary, guide students

to obtain the definitions of

3 or 4 words linked to

theme of ‘school

graduation’ –

‘graduation’, ‘celebrate’,

‘speech’, ‘competitor’.

Discuss the different

levels of explanation

offered by the dictionary

– including the spelling,

the pronunciation (using

IPA and sound icon), and

word class information (is

it a noun? is it a verb?)

Student will observe the

demonstration of obtaining

definitions

Students will follow teacher to

identify word meaning, to

identify spelling, to the words

in groups and individually, to

identify the word class

information.

Is the student

able to follow

the definitions

of words?

Is the student

able to identify

spelling of

new words?

Is the student

able to

pronounce

new words –

individually or

in groups?

Reinforcement 20min Present a new set of

school graduation

vocabulary worksheet on

a laptop (stadium,

spectator, guest, coach)

Ask students in groups to

Students will work in groups

to use group dictionaries to

find and record definitions and

word class.

Students brainstorm 1 or 2

new words, use dictionaries to

Is the student

able to use a

dictionary to

find and record

definitions, to

identify word

classes to

http://www.wordsmyth.net/?ent=student&level=2

75


find the definitions and

the class of each word.

Ask students to

brainstorm a new word to

look up and put their new

word in a sentence

obtain definitions and make

sentences with them

Group leaders read new

words, word class and

sentences

make

sentences with

new words?

Reflection 10min Ask the students about the

most important lesson learning

and difficulties

Give their ideas about the lesson

progress and the most important

learning and difficulties

Is the student

able to give

their ideas

about the

lesson learning

and

difficulties?

Closing/Consol

idation/Conclu

sion

10min Make a summary of new

vocabulary that groups define

Students listen carefully and take

notes

Is the students

able to apply

the new

vocabulary in

their

homework?

Student's Evaluation:............................................................................................................................. ..

............................................................................................................................................

Teacher's Evaluation: ............................................................................................. ..........................................

..........................................................................................................................................

Teacher’s Reflection: After observing the students' abilities to work in cooperative groups and evaluating the students' words and

sentences, the teacher wrote this in his reflection journal:

“The e-dictionary helped me lot especially with my students understanding and pronunciation of word meanings

because it includes many interactive activities. So using the e-dictionary helps my students in a different and

useful way”.

76

Key Resource 2b: Student Dictionary Worksheet

Student Dictionary Worksheet

Using a dictionary, complete the word table. The first one has been done for you.

Word Word class Definition

graduation noun The ceremony at which at diploma is received

Celebrate

Stadium

Selection

Spectator

contester

Faint

Coach

Guest

Speech

Choose one word about your school. Write the definition. Write a sentence with the new

word.

Word Definition Sentence

77

Activity 11: Your Turn - Lesson Planning Notes for ICT Integration in SME


78

Key Resource 1: Lesson Planning Notes Templates

Key Resource 1a – Example of Lesson Planning Notes

Mathematics & ICT Name: Mary

Lesson Planning Notes

Topic: Numbers

Date: 20/10/11

Form: I

Sub-Topic: Factors and Multiples of Numbers

a. Curriculum requirements relevant to the topic

Finding all factors and divisors of a given number

Finding the prime factors of a given number by a factor tree or repeated division

Listing multiples of numbers

b. Class/ student competencies that could be developed

Distinguish different types of numbers

Estimate and compute numbers accurately

Perform computations on numbers

c. Learning outcomes for the lesson

By the end of the lesson the students should be able to:

Find factors of a number

Find multiples of a number

d. Assessment Evidence

Student completed exercises in copybooks or factors & multiples worksheets

Teacher observation notes in reflection diary

e. Summary of the Teaching and Learning Activities

Activity Description:

Teacher Demonstration – how to find all factors/ divisors of a given number

Teacher Demonstration – how to find prime factors of given numbers by a

factor tree

Student activity – students in pairs list all factors of a given number

Students activity – students individually find the factors of given numbers using

a factor tree or repeated division

Teacher Questioning – lead students in listing multiples of numbers

Students activity – students individually find the multiples of a given number

79

f. Resources needs for these activities

Rulers, pencils, pens

Factor tree, factor chart, number cards – textbook/ web resources

Worksheets on finding factors of a given number

Worksheets on finding multiples of a given number

g. Time needed for each activity

Teacher Activity - Demonstration how to find all factors/ divisors of a given number

10 mins

Teacher Activity - Demonstration how to find prime factors of given numbers by a

factor tree

5 mins

Student Activity – Students in pairs list all factors of a given number

15 mins

Student Activity – Students individually find the factors of given numbers using a

factor tree or repeated division

15 mins

Teacher Activity - Questioning to lead students in listing multiples of numbers

5 mins

Students Activity – Students individually find the multiples of a given number 15 mins

80

Key Resource 1b: Lesson Planning Notes - Chemistry and ICT

Group Name:

Date:

Grade:

Topic/ Sub-topic:

1. Curriculum requirements relevant to this topic

2. Class/ Student Competencies that could be developed.

3. Learning Outcomes By the end of the lesson students should be able to:

4. Assessment Evidence

5. Summary of the Learning Activities.

Activity description

6. Resources needed for these activities.

7. Time needed for each activity.

81

Key Resource 1c: Lesson Planning Notes - Physics and ICT

Group Name:

Date:

Grade:

Topic/ Sub-topic:









82

Key Resource 1d: Lesson Planning Notes - Biology and ICT

Group Name:

Date:

Grade:

Topic/ Sub-topic:









83

Key Resource 1e: Lesson Planning Notes - Mathematics and ICT

Group Name:

Date:

Grade:

Topic/ Sub-topic:









84

Key Resource 1f: Lesson Planning Notes - English and ICT

Group Name:

Date:

Grade:

Topic/ Sub-topic:









85

Activity 12: Your Turn - Lesson Plans for ICT Integration in SME


86

Key Resource 1: Lesson Plan Templates

Key Resource 1a: Lesson Plan – Chemistry and ICT

LESSON PLAN


Main Goal: Students should…

Specific Goal: At the end of the lesson students should be able to…

Main topic:

Subtopic:

Materials:

Time Required: Time management is important as technology-based lesson takes more

time (to set-up, technical problems, students are excited ‘distribution of resources’.)

Knowledge Required before the lesson: This section is important because this lesson is

only a part of the whole topic.

LESSON PLAN: The lesson is divided into 3 sections

What teacher is doing What students are doing Time

Introduction

Generally, the teacher

reviews concepts required

for the lesson;

demonstrates the use of

software; gives

instructions, explains the

tasks. Try to move away

from a teacher-talk only

lesson. Get students

involve in the lesson Get

them to participate.

Suggested Time.

Important for time -

manage.

Activities

New

Teacher needs to guide

the students. k.

Need to prepare Activity

Sheet – instructions, record

data and draw conclusions.

87


Knowledge

Need to design / adapt the

lesson to the students’

ability level.

Reinforcement The teacher needs to

present the students with

an activity where they can

apply the new knowledge.

The teacher should

monitor to make sure they

are on task and intervene

if the students are off task

Ensure that the activities

are engaging and require

them to think.

Reflection Ask students to

demonstrate what they

have learned and present

any difficulties that they

may have had

Students can present their

results, share their findings

and ask questions.

Conclusion Finally the teacher will

sum up the whole lesson.

Students can take notes and

ask final questions.

Assessment

And follow-up.

Could be a paper & pencil

worksheets; or from

school textbooks; or a

quiz using a computer

software

Students can spend time on

their own to explore further

the worksheets or the

software after the class is

over – in the computer lab if

the school has one – or at

home for homework.

88

Key Resource 1b: Lesson Plan - Physics and ICT

LESSON PLAN




Main topic:

Subtopic:

Materials:




only a part of the whole module.



Introduction



for the lesson;


software; gives







Suggested

Time.

Important for

time -manage.

Activities

New

Knowledge


the students. k.





89



ability level.





The teacher should






them to think.





may have had



and ask questions.





Assessment

And follow-up.


worksheets; or from



software





over – in the computer lab

if the school has one – or at

home for homework.

90

Key Resource 1c: Lesson Plan - Biology and ICT

LESSON PLAN




Main topic:

Subtopic:

Materials:







Introduction



for the lesson;


software; gives







Suggested

Time.

Important for

time -manage.

Activities

New

Knowledge


the students. k.





91



ability level.





The teacher should






them to think.





may have had



and ask questions.





Assessment

And follow-up.


worksheets; or from



software







home for homework.

92

Key Resource 1d: Lesson Plan - Mathematics and ICT

LESSON PLAN




Main topic:

Subtopic:

Materials:







Introduction



for the lesson;


software; gives







Suggested

Time.

Important for

time -manage.

Activities

New

Knowledge


the students. k.





93



ability level.





The teacher should






them to think.





may have had



and ask questions.





Assessment

And follow-up.


worksheets; or from



software







home for homework.

94

Key Resource 1e: Lesson Plan - English and ICT

LESSON PLAN




Main topic:

Subtopic:

Materials:







Introduction



for the lesson;


software; gives







Suggested

Time.

Important for

time -manage.

Activities

New

Knowledge


the students. k.





95



ability level.




apply the new knowledge..

The teacher should






them to think.





may have had



and ask questions.





Assessment

And follow-up.


worksheets; or from



software







home for homework.

96

Key Resource 1f: Lesson Plan – Blank Template

LESSON PLAN




Main topic:

Subtopic:

Materials:

Time Required:

Knowledge Required before the lesson:

LESSON PLAN:


Introduction

Activities

New

Knowledge

Reinforcement

Reflection

Conclusion

Assessment

And follow-up.

97

Activity 13: Your Turn - Lesson Plan Review, Simulation, Observation, Reflection & Development of New Lesson Plans


98

Key Resource 1: Lesson Plan Review Templates

Resource 1a: Review 2 Lesson Plans in 2 Subject Areas

Group Notes:

Review 2 lesson plans from the group of lesson plans developed in the previous

session for Chemistry, Physics, Biology, Mathematics or English

Assess which lesson contains a better balance of technology, pedagogy and content

knowledge (TPACK). Use the TPACK Lesson Review to assist you. Discuss and

record your assessment.

Suggest improvements required in each lesson to make a better balance of TPCK

based on the following questions:

o If your team were writing the lesson what TPCK components would have been

of greater priority to your team, compared to the components prioritized in the

lesson and why?

o If your team were to redesign the lesson, what would it look like?

99

TPACK Lesson Review Template

Lesson Plan Subject……………….……

Student level…………………

Ranking: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, 5 = Excellent

P F G VG Ex Remarks

Technological Knowledge

Technology selections are exemplary, given curriculum goals and

instructional strategies 1 2 3 4 5

There is sufficient description of how technology will be used in the

classroom 1 2 3 4 5

Technology choice is relevant to the context and learning needs of the

students 1 2 3 4 5

Pedagogical Knowledge

The pedagogical approaches are well identified in the lesson 1 2 3 4 5

The designed lesson provide more activities for students than a teacher 1 2 3 4 5

Constructivists teaching approaches (problems based learning, inquiry

learning etc.) are proposed in the lesson 1 2 3 4 5

Technological Content Knowledge

The technology chosen is aligned with one or more curriculum goals 1 2 3 4 5

There is a clear link between the use of technology and the content 1 2 3 4 5

Teacher explains in the lesson plan how a specific technology will be used

to change the content of the topic he/she teaches 1 2 3 4 5

Teacher has chosen a technology that enhances a content of a lesson

he/she teaches 1 2 3 4 5

Technological Pedagogical Knowledge

Teacher chooses an appropriate technology in relation to the teaching

approaches he/she adopts in the class 1 2 3 4 5

The technology chosen supports instructional strategies 1 2 3 4 5

The choice of technology is relevant to the kind of activities proposed in

the lesson 1 2 3 4 5

The technology identification is-in line with the instructional goals 1 2 3 4 5

Technological Pedagogical Content Knowledge

The lesson plan distinguishes the students’ and teachers activities and the

role of technology during the classroom session. 1 2 3 4 5

The lesson plan clearly describe the technology the content and the

pedagogy to be used during the learning 1 2 3 4 5

The lesson plan provides a clear link between TK, PK and CK. 1 2 3 4 5

100

Resource 1b: Lesson Simulation Review with TPCK Observation Checklist

TPCK Observation Checklist

The TPACK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson. This tool will be used during a lesson in the implementing schools. Although it is initially developed for use by the tutor, any other project team member or other teachers could also use the tool when visiting a classroom to observe a teacher/ college conduct a class where technology integration is taking place.

Name of School

District Region Teacher’s name

Subject

Class

Number of students in class

Topic Sub-topic

Date of Visit Time of lesson

The TPCK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson.

The observation checklist contains a “rating scale” (1 – 4) and a “comments” column which can be interpreted as follows:

Response Categories What they mean

1 = “poor” Teacher rarely shows application of TPCK component

2 = “good” Teacher shows good application of TPCK component

3 = “very good” Teacher shows a lot of application of TPCK component

4 = “excellent” Teacher clearly shows excellent application of TPCK component

Comment Observer can make comment on application of TPCK component

Section 1: TPCK Observation Checklist

Observe the lesson

Circle your rating of teacher’s TPCK application

Make comments where you think it is necessary

TPCK OBSERVATION CHECKLIST Poor Good Very good

Excellent

Comment

A) Technological Knowledge

1 The teacher has essential technology tools for the lesson

1 2 3 4

2 The teacher uses technology to support instructional strategies

1 2 3 4

3 The teacher uses technology tools without any problems

1 2 3 4

101

B) Content Knowledge

1 The teacher exhibits a good mastery of subject matter knowledge

1 2 3 4

2 The teachers presents relevant and accurate facts in relation to the topic

1 2 3 4

3 The teacher provides a variety of references for the students to gain relevant content in SME subject(s)

1 2 3 4

4 The teacher reinforce the topic lesson by providing assignments to students

1 2 3 4

C) Pedagogical Knowledge

1 The teacher knows essential pedagogical approaches for the lesson preparation and presentation (direct instruction, collaborative learning, problem-based learning etc.)

1 2 3 4

2 The teacher demonstrates an understanding of different styles of student learning

1 2 3 4

3 The teacher structures the lesson to promote student learning

1 2 3 4

D) Technological Content Knowledge

1 The teacher uses technology to demonstrate complex ideas that would otherwise be difficult to learn

1 2 3 4

2 The teacher uses technology to allow students to observe things that would otherwise be difficult to be observed by naked eyes

1 2 3 4

3 All teaching aids including digital graphics are attractive (size and colors) and support the theme/content of the lesson

1 2 3 4

4 The teacher helps students to use technology to investigate and construct meaning of the complex ideas they are learning

1 2 3 4

E) Technological Pedagogical Knowledge

1 The Teacher uses technology to interact and collaborate with students in different teaching and learning activities

1 2 3 4

2 The teacher adapts the use of technology to promote participatory approaches in teaching and learning activities

1 2 3 4

3 The teacher introduces technology based tasks that enable students to engage in learning

1 2 3 4

4 The teacher shows ability to use technology for introducing concepts from simple to complex when teaching students

1 2 3 4

102

F) Technological Pedagogical Content Knowledge

1 The teacher teaches a lesson that appropriately combines subject content, technologies and teaching & learning approaches.

1 2 3 4

2 The teacher uses technology to support student learning approaches for the lesson taught

1 2 3 4

3 The teacher uses technology to support learners’ collaboration during the learning process

1 2 3 4

4 The teacher is well prepared (having lesson plan) and able to manipulate technology to present a relevant lesson contents

1 2 3 4

Section 2: Teaching and Learning Activity Observation

Teacher pedagogical approach in the lesson: Tick all that apply

__ Leading (includes lecturing, directing class activities)

__ Facilitating/assisting students

__ Class control (includes discipline management)

__ Other approaches (specify) ____________________________

Teacher's use of technology in the lesson: Tick all that apply

__ Not evident

__ To present information __ For visualization or modeling of a concept

__ To demonstrate a student task __ For grading, attendance, or material preparation

__ Other (specify)_________________________________

Student response and participation in the lesson – Active or Passive?

Give an example of one lesson activity to describe student participation as follows:

a. Describe what the teacher and students are doing. How are they interacting in the lesson activity?

Lesson activity example – teacher and student interaction:

103

b. What is the specific benefit of technology to support pedagogy and content in the activity you observed? What are the students and teacher doing that they could not have done without it?

Benefit of technology to support pedagogy and content in the activity:

c. Briefly describe student work assignment in the activity, noting any examples you want to showcase as evidence (or an artifact) of teacher’s use of technology to produce assignment resources:

Description of student work assignment in the activity:

Evidence (artifact) of student work assignment resource produced by the teacher with use of technology:

Observed By:

Name: …………………………………………………………….signature ………………………………….Date……………..

Teacher observed:

Name: ……………………………………………..Signature: ………………………………………………….Date……………..

Head of School :

Name: ……………………………………………..Signature: …………………………………………………Date……………..

104

Resource 1c: Teacher Reflection Template

Teacher Reflection on Lesson Plan for ICT Integration

Teacher Details

Name

School

Lesson Information

Lesson Title

How did you teach this

lesson before ICT

integration?

Outcomes of the lesson that

should be achieved

Curriculum Objectives

Student competencies to be

addressed

Briefly describe the lesson

Describe the resources that

you will use

How have you integrate

ICT in the lesson / and its

preparation

Reflections on the Lesson

Did the lesson differ from

your expectations?

What do you think are the

reasons for the way things

happened?

What would you do

differently next time to

make the lesson more

effective?

105

Resource 1d: TPACK Teacher Self-Assessment

Teacher Competencies in Applying Technology, Pedagogy and Content Knowledge (TPACK) in Teaching and Learning Science, Mathematics and English (SME) subjects

This questionnaire is prepared to assist teachers in assessing their competencies in ICT use. The questionnaire contains statements to help teachers evaluate their technological pedagogical content knowledge (TPACK).

This tool should be administered at the end of module 2 and at the beginning of module 3 as teachers prepare to integrate ICT use in their subject areas.

A: Personal Information

Fill in the blanks

1. Name: ………………………………………………………………………………

2. Gender: Male ……….. Female……………….

3. Your Age ………………… years

4. Teaching experience…………………. :

5. School: …………………………………………………………………………….

6. District: …………………………

7. Region: …………………………………………….

8. Zone: ………………………………………………………

Tick as appropriate {put √)

9. Subjects of Specialization …………………and……………………………..

10. Teaching subject(s), currently…………………..

Experience in Teaching current subject (s) [ ] No experience

[ ] Less than one year

[ ] One to five years

[ ] More than five years

11. Level of education

[ ] Secondary education (A level) with a teaching license

[ ] Diploma in secondary education

[ ] Bachelor’s degree

[ ] Master’s degree

[ ] Others, state……………………………..

106

12. Do you have a personal computer (Laptop or desktop) at home

[ ] Yes

[ ] No

13. If yes, do you have access to internet

[ ] Yes

[ ] No

14. How often do you use a computer?

[ ] Never

[ ] Occasionally

[ ] Seldom

[ ] Frequently

[ ] Always

15. How often do you use internet in your personal computer?

[ ] Never

[ ] Occasionally

[ ] Seldom

[ ] Frequently

[ ] Always

107

B: This section contains TPCK statements which requires teacher respondents to select the

appropriate answer: 1, 2, 3 and 4 which represents SD (strongly disagree), D (disagree), A (agree) and SA (strongly agree) respectively. Teachers should circle the appropriate number in accordance to the level of their agreement in a given item.

TPACK Statements SD D A SA

Technological Knowledge (TK)

1 I can use technology without problems 1 2 3 4

2 I can learn technology easily 1 2 3 4

3 I know a lot about different technology tools 1 2 3 4

4 I have the technical skills 1 2 3 4

5 I keep up with important new technologies 1 2 3 4

6 I know how to solve basic technical problems 1 2 3 4

7 I frequently play around with technology 1 2 3 4

8 I can use animation, simulation or data logging to demonstrate a lesson to students

1 2 3 4

9 I can use an Internet search engine (such as Google, msn, Yahoo, ask.com etc.) to find current information on a topic that I teach

1 2 3 4

Content Knowledge (CK)

Please tick the science subject you will make reference to in the next session

Physics Biology Chemistry

For Science teachers only

10 I have sufficient knowledge about Science 1 2 3 4

11 I have alternative ways and strategies of developing my

understanding of Science

1 2 3 4

For Mathematics teachers only

12 I have sufficient knowledge about Mathematics 1 2 3 4

13 I have various ways and strategies of developing my

understanding of Mathematics

1 2 3 4

For English teachers only

14 I have sufficient knowledge about English 1 2 3 4

15 I have alternative ways and strategies of developing my 1 2 3 4

108


understanding of English

Pedagogical Knowledge (PK)

16 I can use a wide range of approaches in a classroom setting 1 2 3 4

17 I can adapt my teaching based upon what students currently

understand or do not understand.

1 2 3 4

18 I know how to assess student performance in a classroom. 1 2 3 4

19 I can assess student learning in multiple ways. 1 2 3 4

Pedagogical Content Knowledge (PCK)

Please tick the science subject you will make reference to in the next session

Physics Biology Chemistry

For Science teachers only

20 I can select effective teaching approaches to guide

student thinking and learning in Science.

1 2 3 4

For Mathematics teachers only


student thinking and learning in Mathematics.

1 2 3 4

For English teachers only


student thinking and learning in English.

1 2 3 4

Technological Pedagogical Knowledge (TPK)

23 My ICT in SME workshop attendance has caused me to think more

deeply about how technology could influence the teaching approaches

I use in my classroom

1 2 3 4

24 I can use technology to enhance students interaction in the subject I

teach

1 2 3 4

25 I can use technologies to improve my teaching 1 2 3 4

26 I can effectively manage technology in the classroom 1 2 3 4

27 I can use technologies to engage students in active learning 1 2 3 4

28 I can use technologies to assess student learning 1 2 3 4

109


29 I am thinking critically on how I can use technology in teaching 1 2 3 4

30 I can adapt the use of technology to different learning activities 1 2 3 4

31 I can use technology to support students in learning complex concepts in topics

1 2 3 4

Technological Content Knowledge (TCK)

32 I can choose technology that enhances content for a lesson I teach 1 2 3 4

33 I can choose technologies that enhances students’ learning for a lesson

1 2 3 4

34 I can use technology to help students visualize things that would otherwise be difficult to observe.

1 2 3 4

35 I know a variety of technologies that can be used to present a lesson in the classroom

1 2 3 4

36 I can use technology for preparing lessons 1 2 3 4

37 I can use technology for finding digital learning resources 1 2 3 4

38 I can use technology for designing my own digital learning resources 1 2 3 4

39 I can use technology to access web resources for the subject I teach 1 2 3 4

40 I can choose technology that enhances content for a lesson I teach

For Science Teachers Only

41 I know about the technology I can use for students’ understanding and doing Chemistry

1 2 3 4

42 I know about the technology I can use for students’ understanding and doing Physics

1 2 3 4

43 I know about the technology I can use for students’ understanding and doing Biology

1 2 3 4

For Mathematics Teachers Only

44 I know about technologies that I can use for students’ understanding

and doing Mathematics

1 2 3 4

For English Teachers Only

45 I know about technologies that I can use for students’ understanding

and doing English

1 2 3 4

110


Technological Pedagogical Content Knowledge

46 I can choose technology to use in my classroom that enhances what I teach, how I teach and what students can learn

1 2 3 4

47 I can use strategies that combine content, technology and teaching approaches that I learned at the workshop, in my own teaching

1 2 3 4

48 I can choose technologies that enhance the content for a lesson. 1 2 3 4

49 I can provide leadership in helping others to coordinate the use of content, technology and teaching approaches at my school

1 2 3 4

For Science Teachers Only

50 I can teach a lesson that combine Chemistry, technologies and teaching approaches

1 2 3 4

51 I can teach a lesson that combine Physics, technologies and teaching approaches

1 2 3 4

52 I can teach a lesson that combine Biology, technologies and teaching approaches

1 2 3 4

For Mathematics Teachers Only

53 I can teach a lesson that combine Mathematics, technologies and teaching approaches

1 2 3 4

For English Teachers Only

54 I can teach a lesson that combine English, technologies and teaching approaches

1 2 3 4

Technology Skills

55 I feel competent using a word processor and graphics to develop lesson plans

1 2 3 4

56 I feel competent using email to communicate with colleagues 1 2 3 4

57 I feel competent using the world wide web to find educational resources

1 2 3 4

58 I feel competent using open and free software to enhance my teaching of concepts

1 2 3 4

59 I feel competent about teaching secondary school students appropriate information technology skills and knowledge

1 2 3 4

60 I feel competent working with students in various ICT environments (such as laptops in the classroom, stand-alone and networked computers, computer labs etc.).

1 2 3 4

111

Appendices

112

Appendix 1: E-Diary

Module 2: E-Diary

What is an e-Diary? An e-diary is a tool that you can use for reflecting

on the experiences, learning and practice related to the activities in the

module.

The role of the e-diary in the module is to assist you to:

Reflect on past teaching experiences

Reflect on the way you teach now

Reflect on the way you experienced the activities in the module

Reflect on change

You could describe your e-diary as "a container of my thoughts on the

module activities and ideas and how I want to apply them in my

classroom practice ".

You can share your diary reflections with the workshop facilitator. If you

wish you can also share your diary reflections with other teachers in the

workshop, with teachers in your school or with teachers on the teachers

portal.

You will find that e-diary reflections are required at the beginning and the

end of each activity in the module. You can use the diary templates in the

following section to record your personal and reflective comments for

each activity.

113

Module 2: E-Diary Reflections on Activities

Name:

Before you start the module:

What I know about using ICT for Science or Mathematics or English

teaching:

What I would like to know about using ICT in Science or

Mathematics or English teaching:

Why I am participating in this workshop:

114

Activity 1- What is Information, Communication and Technology?

Before the activity:

What do I understand ICT is:

After the activity:

What I have learnt from my group tasks about the concepts of

Information, Communication and Technology:

What I feel about my progress so far:

(Optional) How I feel about the workshop so far:

My ideas about how I can use my learning in my professional practice and

communicate what I am learning with other colleagues:

115

116

Activity 2- What are the new Pedagogies of Science, Mathematics

and English teaching and learning?


What do I understand about the new Pedagogy in Science, Mathematics and English teaching:

After the activity:

What I have learnt from my group tasks about the new pedagogies

and constructivist approach for teaching Science, Mathematics and English:



117

Activity 3 - What is Pedagogy, Technology and Content

Knowledge? How can we apply it in SME teaching and Learning?


What do I understand about integrating technology Science, Mathematics and English teaching:

After the activity:

What I have learnt from my group tasks about using technology to

support Science, Mathematics and English content and pedagogy:



My ideas at the end of unit 1 about how I can use my learning in

my professional practice and communicate what I am learning with other colleagues:

118

119

Activity 4 – Why Science? Why Mathematics? Why English?


Why I love teaching Science, Mathematics or English:

After the activity:

What I have learnt from my group task about why Science,

Mathematics or English teaching is important:



120

Activity 5: Introducing Technology in SME Teaching


My thoughts about using technology to support Science or Mathematics or English teaching:

After the activity:

What I have learnt from my group task about how technology can be used to support Science, Mathematics or English content and

pedagogy:



121

Activity 6: Exploring PowerPoint Resources in SME teaching


My thoughts about how PowerPoint resources might help me in my Science or Mathematics or English teaching:

After the activity:

What I have learnt from my group task about the potential of

PowerPoint resources to support Science, Mathematics or English content and pedagogy:


(Optional) How I feel about the course so far:

122

Activity 7: Exploring CD-ROMs in Science, Mathematics and

English Teaching


My thoughts about how CD-RoMs might help me in my Science or Mathematics or English teaching:

After the activity:

Based on my observations and discussions so far, how I feel

CD-ROMs can be used in SME:



123

Activity 8: Using Open and Free Software in SME


My thoughts about open and free software:

After the activity:

How I think I might use open and free software to support my Science or Mathematics or English teaching:



124

Activity 9: Using the Internet in SME


My thoughts about Internet websites and resources:

After the activity:

How I think I might use of internets resources to support my Science or Mathematics or English teaching:





125

Activity 10: Integrating ICT in SME Instruction & Assessment


My thoughts on my students needs and how I can start to use

ICTs identified in the workshop to make my subject more accessible for my students

After the activity:

How I think I might use technology resources to support

instruction and assessment of my students’ learning:



126

Activity 11: Your Turn – Planning Notes for ICT in SME


My thoughts about ICT resources I may use in my plan

After the activity:

How I think I may use my notes for general planning in my

subject:



127

Activity 12: Your Turn – Lesson Plans for ICT in SME


My thoughts about developing an ICT lesson plan in my subject

area:

After the activity:

How I think I may use my plan in my teaching:



128

Activity 13: Reviewing, Simulating, Observing, Reflecting and

Developing Lessons using ICT in SME


My thoughts about reviewing the micro lessons that my

colleagues and peers will present and about micro-teaching my ICT lesson plan in my subject area in front of my colleagues

and peers:

After the activity:

How I think I can use my colleague’s peer review to assist me

in my teaching in the classroom:



129



130

Appendix 2: E-Portfolio

Module 2 – E-Portfolio

What is an e-portfolio?

An e-portfolio is a collection of documents and artefacts that can be used for assessing/

monitoring your work as you complete your module in the workshop programme. You can

use the portfolio to store and review all of the documents and artifacts (PowerPoint

presentations, lesson plans, concept maps etc.) that you produce during the workshop. You

can share your portfolio documents/ artifacts with other teachers in your school. You can use

your portfolio documents/ artifacts to apply the new ideas and concepts in classroom practice.

Portfolio = a collection documents = used for assessment/ monitoring

The portfolio typically consists of documents/ artifacts such as (but not limited to):

Tasks

o Completed templates as required in specific activities in the module

o PowerPoint slide shows as required in specific activities in the module

o Completed questionnaires as required in specific activities in the module

o Completed website evaluation forms as required in specific activities in the

module etc.

Lesson Planning documents

i.e. all the documents you are required to generate during the module

During the many activities of module 2 you will be asked to share group and individual tasks

and documents with the other groups in the workshop. Feedback from the other groups could

help to improve your individual and group work documents and artifacts (presentations,

lessons plans etc.). You may want to create an electronic folder, in which you store all your

individual and group work tasks, notes and planning documents etc. This would be an e-

portfolio of all your work in this module. If you do not work on a single computer/ laptop

then you should save your e-portfolio of work on a disk or a memory stick.

The following section outlines all of the activity documents/ artifacts that you can collect for

your e-portfolio in module 2.

131

Module 2: E-Portfolio Documents and Artifacts

Activity 1: What is Information? What is Communication? What is technology?

Task 1 – Part 1 documents/ artifacts

Concept map – Information or Communication or Technology

Task 1 – Part 2 documents/ artifacts

Group Definition Template – What is Information? What is Communication? What

is Technology?

PowerPoint Presentation - Definition of Information or Communication or

Technology

Activity 2: What are the New Pedagogies in Science, Mathematics and English

Teaching?

Task documents/ artifacts

Group Discussion Template – What are the Pedagogical Strategies for teaching

Chemistry/ Physics/ Biology/ Mathematics/ English?

PowerPoint Presentation - Pedagogical Strategies for teaching Chemistry/ Physics/

Biology/ Mathematics/ English

Activity 3: What is Technology, Pedagogy and Content Knowledge?


Group Discussion Template – Describe and record in the group discussion template how

you see the technology supporting the content and the pedagogy of one classroom activity in

a topic area identified by the group. .

132

Activity 4: Why Science or Mathematics or English?


Group PowerPoint – Why Science or Mathematics or English is an essential subject in

Tanzanian Secondary Schools.

Activity 5: Introducing Technology to support Science content and pedagogy


Group PowerPoint –

Technology support to Science content

Technology support to Science pedagogy

Technology support to Science content & pedagogy

Activity6: Exploring PowerPoint Resources to support Science content and pedagogy


Group Website identification template – PowerPoint Presentations for Hard to

Teach SME Subjects

Group Discussion Template on PowerPoint in SME – Use of PowerPoint in

classroom activities in SME

Activity 7: Using CD-ROMs in SME Teaching


Group Discussion templates

Coding TPCK in Biology lesson plan

Group discussion & reflection template – Does technology use change the content or

the pedagogy – how?

133

Activity 8: Exploring Software Tools in Science, Mathematics and English Teaching


Group Discussion template – Instructions for learners on using e-Tools

Activity 9: Exploring the Use of the Internet in SME


Group Work Website review template – What Science, Mathematics and English

Resources are available on the website?

Group Discussion Template: Evaluation technology resources for demonstration,

group work and homework

Activity 10: Planning for ICT use in SME Instruction & Assessment


Group Discussion templates

Reviewing TPCK in English Lesson plan

Group discussion & reflection template – Evidence of technology making a

difference in teaching and learning??

Activity 11: Planning Notes for ICT integration


Planning Note Templates – Preparation for ICT Planning based on Curriculum

Topics

Activity 12: Developing Lesson Plans for ICT Integration


Lesson Plan Template –Science, Mathematics and English Lesson Plans for ICT

Integration

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Activity 13: Your Turn – Lesson Plan Review and Simulation


Lesson Review template – What is the TPACK balance in Science, Mathematics and

English lesson plans?

Observations on Lesson Simulations: TPCK Observation Checklist reports

Reflections on Lesson Simulation: Teacher Reflection reports - expectation,

challenges and steps for improvement

Lessons for Implementation: A set of 5 less plans for each SME subject area for

each zone

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Appendix 3: Glossary of Terms

This glossary provides a definition of key terms used in Modules 1 & 2

Terms Definition

Authoring environment Allows the user to create multimedia artifacts like websites, simulations, DVDs and virtual worlds.

Assistive technologies Technology used by learners with disabilities in order to perform functions that might otherwise be difficult or impossible.

Communication and Collaboration Technology

Allows users to interact and work in groups and facilitates the sharing and distributing of knowledge and expertise among community members (e.g. email, text messaging, video conferencing, and social media).

Complex cognitive skills Information management, problem solving, collaboration and critical thinking

Content Knowledge Content knowledge is the knowledge about actual subject matter that is to be learned or taught.

Continuous learning Regularly upgrading skills and knowledge to improve competence.

Collaborative Learning An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem, complete a project, or achieve a common goal.

Critical thinking Logical thinking that draws conclusions from facts and evidence.

Drill and practice software Software which promotes the acquisition of knowledge or skill through repetitive practice.

Formative assessment Assessment given as part of the instructional process to provide the information needed to adjust teaching and learning while they are happening.

Lesson plan A teacher's detailed description of the course of instruction for an individual lesson or module.

Multimedia authoring tools Multimedia recording and production equipment

Online Professional Community A group of people with the same or related occupation who regularly communicate with each other through a website. Members of the community exchange ideas, share experiences and resources, collaborate on projects and support each other. This is also referred to as a community of practice.

Open-ended software Software programs that allow students to demonstrate their learning across various learning areas, according to their level of development and preferred learning style (e.g. word processing, multimedia presentation, web authoring, concept mapping and spreadsheets).

Pedagogical Knowledge Pedagogical knowledge refers to the methods and processes of teaching and includes knowledge in classroom management,

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Terms Definition

assessment, lesson plan development, and student learning.

Problem Based Learning (PBL) Students collaboratively solve problems and reflect on their experiences. Problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

Productivity tools Productivity tools refer to any type of software associated with computers and related technologies that can be used as tools for personal, professional, or classroom productivity (e.g. Microsoft Office, Apple Works).

Project-based learning Use of classroom projects where students use technology and inquiry to engage with issues and questions that are relevant to their lives.

Reflective thinking The learner considers their own learning and reflects on what worked, didn’t work and what needs improvement.

Rubric Specific criteria or guidelines used to evaluate student work.

Simulation A computer program that simulates an authentic system (e.g. human body, building, organism) and responds to choices made by users.

Social Media Websites and services that are built around participation and user-generated content (e.g. Facebook, YouTube).

Special Education Needs Children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.

Summative Assessment Assessment given at a particular point in time to determine what students know and do not know.

Technology Integration Use of technology to support instruction in various subject areas (e.g. languages, social studies, science, math). When teachers integrate technology into their classroom practice, learners are empowered to be actively engaged in their learning.

Technology Knowledge Technology knowledge refers to the knowledge about various technologies, ranging from low-tech technologies such as pencil and paper to digital

Technology Pedagogy Content Knowledge

Technology Pedagogical Content Knowledge (TPACK) is a framework that has been developed to assist teachers in integrating technology use to support content and pedagogy in their lesson planning.

Virtual Learning Environment (VLE) A web based system designed to facilitate teachers in the management of educational courses for their students. The system presents course content and tracks the learners' progress. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom.

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Appendix 4: Facilitation Considerations

Prior to the workshop

Facilitators need to be familiar with all of the module 1 and 2 resources before the

workshop

Facilitators need to pay particular attention to the facilitator orientation and summary

sections in each topic of each unit in the modules

E-Portfolios – for keeping a file on participant outputs for each activity in the modules –

each participant should leave the workshop with a USB of all outputs produced

During the workshop

The facilitator’s task is

To familiarize workshop participants with the module set of consisting of

o Main modules 1 and 2 – Units, topics and activities

o Module resources 1 and 2 – Group work templates, information resources

o E-Diaries 1 and 2 – for participant reflection before and after each activity in the

modules

To open the workshop by inviting all participants to introduce themselves and present

their expectations of the workshop. Participants can record their expectations in their

diaries (hard copy or online)

To present the general programme of the workshop for the 5 days

To establish or negotiate ground rules with the participants on issues of time

management, participation in discussions, use of mobile phone

To introduce each unit in the modules providing a general orientation on

o Each unit’s topic and activity tasks (main modules 1 and 2)

o Each activity’s resources in the form of group work templates and information

resources (resource modules 1 & 2)

o Each activity’s e-diary where participants record their reflections and learning

before and after each activity

To organize the participants

o into groups to carry out the tasks

o with clear group work instructions on the time for each task, resources for each

task and procedures for recording the group work (in the laptops) and reporting

back in the plenary session(rotating the role of reporter)

To monitor the group work to make sure

o groups understand the task

o have the necessary resources

o are getting the task done within the time allocation

To moderate the plenary discussions at the end of every activity paying attention

o To invite groups to present the group task summaries on their laptops to the whole

group (using the skill sets that they have developed in module 1)

o To invite other groups to ask questions and/ or make comments on presentations

o To focus and redirect discussion when necessary,

o To summarize the key points, conclusions, action points and recommendations

that emerge from each topic plenary session presentations and discussions.

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The facilitator needs to ensure that the structure for each unit is adhered to in terms of the

orientations for group work tasks, plenary presentations and discussions and time

allocation.

The facilitator needs to keep the discussions on track and note key emergent issues /

points as the presentations/ discussions progress

The facilitator should try to ensure that all participants contribute to the group tasks, that

reporting to the plenary is rotated, that those who wish to contribute to the discussion

have the opportunity to do so.

Ground Rules for Workshops

Workshop organizers and facilitators often experience the problem of "continuous partial

attention". With various electronic devices and other distractions at hand, participants simply

cannot keep their focus on the workshop. It is therefore necessary to have ground rules that

would set boundaries and create an environment where participants could engage in a

respectful, productive and meaningful way to achieve the workshop objectives and produce

the desired outcomes. The ground rules serve as a set of expectations to facilitate group

interaction (not to restrict it), stimulate communication and create positive and constructive

give and take of information and ideas.

As organizer/facilitator suggest a few ground-rules which the group will discuss and

customize, and brainstorm additional ones. Once a final list of ground-rules has been agreed,

a copy is posted on the wall and they are added to the agenda and applied, reinforced and

added to during the workshop as required.

Suggested ground rules for Tanzania TPD workshop

Everyone participates. Everyone has been invited to contribute and has an opportunity to

bring value to the discussions through ideas, thoughts, opinions

Different opinions are welcome and valued. We do not all have to agree and can learn

from divergent thinking. Disagreement is an opportunity to learn more about an issue

and ultimately make a wiser group decision.

Silence is agreement

One conversation at a time - limit side conversations Show respect for others by

listening to their point of view and refraining from side conversations.

Start on time; end on time. You will miss important dialogue and decisions and

generally disrupt the discussion. We should not be "punishing" the prompt by making

them wait for the late-comers.

Challenge ideas, not people. Focus on interests, not positions; separate people from

the problem.

Seek to understand other points of view by asking questions and explaining the

reasoning behind someone’s opinion.

Participate in a positive and constructive manner

Be concise and to the point with interventions to contribute to efficient time

management

Stick to the agenda to achieve objectives and outcomes

No cell phones or email during the sessions unless they are being used as media.

Follow through on agreements.

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Appendix 5: Workshop Programme

Programme covers capacity building schedule for 5 days x 6 hours per day

Day Unit Topic Duration

Day 1 Unit 1 – Information and

Communication

Technology (ICT) and

Science Mathematics

and English (SME)

Teaching

Topic 1 – What is Information

and Communication Technology?

1 hour and 30 minutes

Topic 2 – What are the New

pedagogies for Science,

mathematics and English

teaching?


Topic 3 – What is Technology,

Pedagogy and Content

Knowledge?

1 hour

Unit 2 – ICT in

SME Curriculum –

Planning Technology

Use

Topic 4 – Why Science? Why

Mathematics? Why English? 1 hour and 40 minutes

Day 2 Unit 2 – ICT in

SME Curriculum –

Planning Technology

Use

Topic 5 – Planning for

technology use in Science,

Mathematics and English


Topic 6 – Exploring

PowerPoint Presentation

Resources for Science,

mathematics and English

2 hours

Topic 7 – Exploring CD-ROMs

in Science, Mathematics and

English Teaching


Day 3 Unit 2 – ICT in

SME Curriculum –

Planning Technology

Use

Topic 8 – Exploring Software

Tools in Science, Mathematics

and English Teaching

2 hours

Topic 9 – Exploring the Use of

the Internet

2 hours

Unit 3 – Learning

Environment –

Developing SME

Plans and Resources

Topic 10 – Integrating

Technology into SME Plans


Day 4 Unit 3 – Learning

Environment –

Developing SME

Plans and Resources

Topic 11 – Your Turn – Lesson

Planning Notes for ICT

Integration in SME

2 hours

Topic 12 - Your Turn – Lesson

Plans for ICT Integration in SME 3 hours and 40 minutes

Day 5 Unit 3 – Learning

Environment –

Developing SME

Plans and Resources

Topic 13 – Your Turn – Lesson

Plan review, Simulation,

Observation, Reflection and

Development of New Lesson

Plans

6 – 7 hours

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