MODULE 6ICT LEARNING & 21ST CENTURY LEARNERS

Presenter: Associate Professor Dr Rosseni Din

Venue: Politeknik Ungku Omar, IpohDate: 20-23 May 2013

"If we teach today as we taught yesterday, we rob our children of

tomorrow" ~ John Dewy ~

Objectives To describe 21st century learners

To discuss how to teach the 21st century learner

To determine teacher’s perceptions and barriers in using ICT

To enrich and empower every educator with ICT skills and tools for enhancing learning effectiveness among students.

Video Clips How will you teach me in the 21st century

21st Century Learners

Technology 21st Learning Teacher

Teaching in the 21st century classroom

ICT Learning

Introduction

Students’ higher-order thinking skills are enhanced in learning environments where ICT is used (Allegra, Chifori, & Ottaviano, 2001; Boshuizen & Wopereis, 2003; Lim & Chai, 2004; Naidu et al., 2002; O’Mahony, 2003; Sandholtz, Ringstaff, & Dwyer, 1997).

Introduction ICT increases teacher efficiency and can

reduce teachers’ time spent performing administrative tasks (Koszalka & Wang, 2002; Melle, Cimellaro, & Shulha, 2003; Roblyer, 2003; Sandholtz et al., 1997).

It is important for both students and teachers to use ICT regularly in their courses (Figg, 2000; Loveless, 2003; Melle et al., 2003; O’Mahony, 2003; Tubin, Mioduser, Nachmias, & Baruch, 2003; Watson, 2001).

21st Century Learners

Credit: David Julian

Characteristics of 21st Century Learners

. . . will use technologies that haven’t been invented

. . . networked

. . . multi-tasker

. . . digitally literate

. . . craves interactivity

. . . strong visual-spatial skills

. . . tethered to the internet

. . . wants to learn things that matter

. . . wants to be challenged to reach own conclusions

Today’s Learners… Crave interactivity

Read visual images Weak reading skills

Visual-spatial skills

Parallel processing

Inductive discovery

Fast response time Short attention

span

Teaching the 21st Century Learner Requires:

much less emphasis on the amount of material memorized

much more emphasis on making connections, thinking through issues, solving problems*

Teaching the 21st Century Learner Learning now a life-long process of

coping with change

The content of a particular lesson less important than manipulating content resources

Learning how to learn is the basis of education

Teaching the 21st Century Learner Teacher’s Role:

No longer the professor dispensing facts and theories Old model: primary challenge of learning is to

absorb specific information

A participant in the learning process Faculty role will be unbundled--teacher to

mentor Facilitate peer-to-peer learning

Teaching the 21st Century Learner Instructional implications

Movement toward blended courses

More collaborative learning approaches

Continuous and formative assessment

Greater flexibility and customization of course content to meet learner needs*

Teaching the 21st Century Learner Interactive course site features

Online quizzes

Forms for providing feedback or asking questions

Online voting

Games

Features for sharing pictures or stories

Teaching the 21st Century Learner

Virtual discussions through threaded discussion boards, blogs, wikis, and chat

Features for creating/adding content

Videoconferencing

Online collaborations via whiteboards

How ICTs play its important role?

ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into RICH, STUDENT- FOCUSED, INTERACTIVE KNOWLEDGE ENVIRONMENTS

To meet the challenges…

Must embrace the new technologies and appropriate the new ICT tools for learning.

Must move toward the goal of transforming the traditional paradigm of learning—”paradigm shift”(Thomas Kuhn)

Many educators, business and government leaders believe:

a) creating a paradigm shift in views of the learning process

b) coupled with applications of the new information technologies

may play an important role in bringing educational systems into alignment with the knowledge-based, information-rich society.

To meet the challenges…

Requires both a change in the traditional view of the learning process

An understanding of how the new digital technologies can create new learning environments in which students are :

a) engaged learnersb) able to take greater responsibility for their own

learningc) constructing their own knowledge

To meet the challenges…

Teacher Perceptions of ICT

While the majority of teachers (92% primary and 92% secondary) are interested in developing their ICT skills and knowledge, many non-computing teachers feel overwhelmed by developments

Teacher Perceptions of ICT

They worry about the pace of developments, feel they cannot cope with the jargon associated with computers, and generally worry about their own lack of skills and knowledge compared to that of their own pupils.

Barriers of using ICTLosing control of the learning

The majority of teachers first priority is to maintain order in the classroom and to have a controlled learning environment.

Any suggestion of adopting very innovative teaching techniques such as using ICT is therefore seen as threatening this orderly pattern and therefore not desirable.

There is a genuine fear amongst many teachers about ICT and skepticism of its value to their pupils (Cox, Preston & Cox, 2000)

Barriers of using ICTInadequate resources

Often a difficulty for teachers who have had some training to be able to use ICT because there are insufficient ICT resources in the school or there is not enough time to review then and plan lessons incorporating their use. (Cox, Preston & Cox, 2000)

Barriers of using ICT Lack of ICT in classrooms which follows

the lack of knowledge

Technical support

Insufficiency of in-service trainings

(Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz Kuşkaya Mumcu, 2007)

What Teachers Should Do? To be able to use ICT in the courses

effectively, teachers should; be aware of its potential,

select tools and methods which are appropriate with the needs of students,

design their teaching methods effectively,

What Teachers Should Do?

develop new teaching strategies,

know and apply classroom management rules in order to cope with problems encountered in technology-aided learning environments (Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001; Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al, 1997).

What Teachers Should Do?

teacher should be equipped with the required knowledge and skills to ensure the effective integration of ICT into teaching-learning process (Cope & Ward, 2002; Galanouli, Murphy, & Gardner, 2004; Jedeskog & Nissen, 2004).

Pedagogical Approaches Blended instruction and learning

Face-to-face interaction and activity

Online interaction and activity

Experiential interaction and activity

Allow learning to happen easily outside the classroom End of class is a transition to another learning space

More time spent with content*

Pedagogical Approaches Collaborative learning through group/team

projects Developed using multimedia processes

Provides a more powerful learning approach than a term paper—authentic learning Looking for practical applications, real-world context Focus more on applying classroom lessons to real-life

problems, institutions, or organizations

Allows students to focus on their learning style strengths*

• Need for development of the necessary skills at all ages, in all parts of society, to use and participate in ICT effectively.

• Such skills include functional and digital literacy, and the ability to be involved in creating and accessing content, as well as the ability to participate in an interactive electronic environment.

• Confidence also encompasses creating trust, safety and security in the use of ICT.

Confidence in IT Use

Faculty Training We need to have a new set of

expectations of faculty

Foster a technology culture Need for continuous faculty training Resources and support should be available

Reward innovation in technology-rich learning environments

“While ICT can never replace teachers, those

teachers who know how to use ICT effectively in their

teaching will be much more advantageous than teachers who do not use

ICT.”

Xuan Thu Dang, 2012

THANK YOU