THE INFUSION OF ICT INTO CURRICULUM

DELIVERY

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Welcome

Facilitator: Mary Ann ChaitooEmail: maryannchaitoo@hotmail.com maryannchaitoo2004@yahoo.com

Usernames and Passwords

PC Logon Username: lab1s1 – lab1s21Password: public1

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Safety Moment

• Emergency Plan

• Safety at the Shopping Malls

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Icebreaker

• Consider the Classroom Environment

• Identify the possible health and safety hazards that may exist.

• Suggest ways of reducing those hazards.

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Overview• Introduction• Workshop Outcomes• Specific Learning Objectives• 21st Century Learning• Productivity and Web 2.0 Tools• TPACK• Educational Technology• Conclusion

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Workshop Outcomes

Individual:

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

2. Completed TPACK self-assessment

3. Completed daily self- assessment

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Workshop Outcomes

Group:

1. Completed TIP template

2. Designed an ICT integrated lesson.

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

4. Designed rubrics for assessment of outcomes.

5. Completed lesson evaluation.

6. Completed group assessment.

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Specific Learning Objectives

Learners should be able to:

• Recall the different Educational Technology Models.

• Apply the principles of instructional design to ICT

integration in the classroom.

• Design instructional systems for ICT integration.

• Develop instructional strategies and materials.

• Evaluate and manage ICT integration programmes.

Using 21st Century Tools to Teach 21st Century Skills

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Framework for 21st Century Learning

• The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes.

• A blending of specific skills, content knowledge, expertise and literacies.

Why Web 2.0 and 21st Century Teaching?

– Major disparity between what students learn in school and what they need to function in the workforce

– Advances in technology– Fast access to knowledge – Global competition– Rising workforce capabilities

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

Web 2.0

Social bookmarking

vodcast

Google tools

blog

avatarpodcast

wikiTags

backchanneling

Technorati

Flickr

Widget

Wiki-folio

Voki

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• YouTube. Okay, so it’s blocked in many schools, but it is a location for students to publish their videos.

• TeacherTube. Many schools are allowing this site. Teacher and student created videos are available.

• Ustream. Want to air a live broadcast to the world? (Your pen pals in Argentina want to see the cool experiment you are doing in Eau Claire.) It’s possible with Ustream. All you need is a videocamera.

Online Video Hosts

http://www.youtube.com/http://www.teachertube.com/http://www.ustream.tv/

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Blogs• Use as a newsletter

to communicate with families

• Students can use blogs to talk with the world about books they have read, comment on issues, post papers and request feedback, etc.

http://edublogs.org/

• Podcasting Blog http://ple20.blogspot.com/

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

Wikis

http://pbwiki.com/

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Collaborative writing, editing • When several people are working on a project, emailing a

document gets messy. Use an online service to host your materials then everyone in your group can access them as needed. You can also see how added which information and provided which edits. Great for individual accountability and responsibility.

http://docs.google.com

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• Promote public speaking by creating podcasts.

• Use Audacity, a free, cross-platform sound editor to create and edit your podcasts.

• Attach a podcast to your blog and ask for feedback. That’s real world!

Podcasts

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

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• Reaching out to others has never been more cost effective. You can call on cell phones, regular phones, or via the internet.

• Skype -- internet based phone

• Pingo -- low cost calling card

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

Call, collaborate, communicate

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• Collaborate using a whiteboard, chat, conference call and more.

• Try Vyew (view)

Virtual Workspaces

http://vyew.com/site/

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

Photo Storage

http://www.flickr.com/

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

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• Organization is the key to information literacy. Are your bookmarks available when you need them? Can you share them with others? Is adding to your bookmarks as easy as a single click? Online tools are available to help

• Save, share, access your bookmarks anywhere and anytime.

• Del.icio.us• Foxmarks -- use with Firefox

Bookmarks

http://del.icio.us/http://www.foxmarks.com/

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Dictionaries and Encyclopedias

• Judging the accuracy of information is a critical information fluency skill. Teach your students to triangulate their data regardless of their sources.

• Is Wikipedia accurate? Triangulate your findings to answer that question.

• No one source of data is always accurate!

http://www.wikipedia.org/

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Language Translators• For students learning a language or teachers with a

student who speaks another language, language translators are a great help.

• Beware, they aren’t always accurate!• BonPatron.com is recommended by my teen son• Dictionary.com Translator is also available

http://bonpatron.com/en/

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Webquests

http://webquest.org/index.phphttp://bestwebquests.com/default.asp

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

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Maps

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

• Google Maps Street View -- research a career, find a place to live, use street view to see the neighborhood where the apartment you want to rent is located. Does it look like a place you would be comfortable living? http://maps.google.com/help/maps/streetview/index_.html

• Google Earth -- use this to have your students go on that vacation they planned for their family. They can see the sights along the roads they travel.

• Bing Maps

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Web 2.0 vs. Web 3.0 • “The document web”• Abundance of information• “The social web”• The second decade, 2000-9• Google as catalyst• Wisdom of the crowds• Mashups, fragmentation

integration, new tools• Search, search, search• Lawless, anarchic• Print and digital

• “The data web”• Control of information• “The intelligent web”• The third decade, 2010-20• Semantic web companies as

catalyst• Wisdom of the expert• Why search, when you can

find?• Standards, protocols, rules• Digital above all else

Intro

Web 2.0

Mentality

Strategy

Web 3.0

Conclude

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TPACK

Technological Pedagogical And Content Knowledge

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TPACK Framework

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

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TPACK: An Overarching Framework

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

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Web Quest

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Definition of Web Quest

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

• Main Purpose of Web Quest.. develop higher order thinking skills… they are not a source of simple information retrieval.

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Why WebQuests?… because they have shown to…

• fosters student motivation & authenticity

• developed critical thinking skills

• promote cooperative learning activities

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

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What makes a good Web Quest?

• A Quest that promotes higher order thinking.• A Quest that is linked to previous and subsequent

activities.• A Quest that is student centered and promotes

scaffolding.• A Quest that is FUN!!!

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Two types of WebQuestsShort Term• Goal – knowledge acquisition and integration.• Learner makes sense of large amounts of

information.• Typically completed in 1-3 class periods.

Long Term• Goal – extend and refine knowledge.• Learner analyses a body of knowledge and

transforms it …. into a product.• Typically completed in week to month.

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Activity #1

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Activity #1a. Follow the Webquest About the

Reliability of Information Found on the Web. http://biologycorner.com/quests/reliability.html

b. What do the terms cyber ethics and cyber citizenship mean?

c. Create your own WebQuests. http://zunal.com/webquest.php?w=63942

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Wikispaces

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Wikispaces

• What are wikis?

• Purpose of wikis.

• How to create a wikispace?

http://moeictintegrationintheclassroom.pbworks.com/

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What is a Wiki?

A wiki is a website that allows the easy creation and editing of any number of interlinked web pages

via a web browser.

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

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Wikis: Collections of Pages

Main Page Contact Us Resources

edit editedit

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

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

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Why use a wiki?

• Easy to learn – no HTML required• Easy way to share knowledge• Easy way to collaborate across borders • Ability to revert back to old versions• Ability to track who’s done what & where• Fostering collaboration among friends and/or

colleagues

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Wiki Sites

• Pbwiki.com– largest consumer wiki farm; 23 languages

• Twiki, Jotspot• Socialtext.com

• Our wiki site:http://www.wikispaces.com/

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Educational Technology

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Educational Philosophy

Three main theoretical schools or philosophicalframeworks have been present in the educationaltechnology literature.

These are: – Behaviorism– Cognitivism– Constructivism

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

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

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Educational Technology

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

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BenefitsEducational technology is intended to improveeducation over what it would be withoutTechnology:

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

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

Instructional Design

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Instructional Problem

• The instructional design process begins with the identification of an instructional problem or need.

• A need is defined as a gap between what is expected and the existing conditions.

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Types of ID models

• Conceptual model - is ‘descriptive and experience-based’ (Richey 1990: 124). She states that conceptual models ‘facilitate an understanding of those factors which impinge on designs and their implementation’ (Richey 1990: 131). The conceptual model ‘encompasses current knowledge, and it is flexible enough to permit the assimilation of new knowledge whenever possible’.

• Procedural model - According to Richey (1990: 124) procedural models ‘provide specific guidelines on how to carry out the design project’. They give detailed accounts of how to execute given tasks. Richey (ibid) argues that procedural models are ‘product-orientated’.

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Many ID Models

• Dick & Carey Model• Hannafin & Peck Model• Knirk & Gustafson Model• Jerrold Kemp Model• Gerlach-Ely Model• Rapid Protyping Model• Morrison, Ross and Kemp

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Six core elements that make an effective ID model:

• Determination of learner needs, problems identification, occupational analysis and competence or training requirements.

• Determination of goals and objectives.

• Construction of assessment procedures.

• Designing and selection of proper delivery approaches.

• Trying-out of instructional system.

• Installation and maintenance of the system

The ADDIE Model

Analyze

Design

Develop

EvaluateImplement

What is ADDIE?

• A systematic approach (model) for developing effective instruction.

• One of the most popular models in instructional design.

• Outcome of each step feeds into the subsequent step.

• Evaluation is ongoing throughout each layer of design.

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A = Analysis

In analysis stage of ID process, want to find out:– The Learning Problem.

– Who is the audience?– What are audience characteristics?– Identify the new behavioral outcome?– What types of learning constraints exist?– What are the delivery options?– What is the timeline for project completion?

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

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D = Design

• Content of the course– Subject matter analysis

• Steps of instruction– Lesson planning-writing performance objectives– Decide on Instructional Strategies

• Type of media or presentation mode– Media selection

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

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D = Development

Development of instruction based on Design:– Generate lesson plans (different from lesson planning)

and lesson materials.– Complete all media & materials for instruction, and

supporting documents.– The project is reviewed and revised according to any

feedback given.– End result is a course or workshop ready for delivery.

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

I = Implementation

• During implementation, the plan is put into action and a procedure for training the learner and teacher is developed.

• Materials are delivered or distributed to the student group.

• After delivery, the effectiveness of the training materials is evaluated.

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

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E = Evaluation

Two related evaluations going on simultaneously in most ID situations.– Formative Evaluation– Summative Evaluation

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

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Formative Evaluation

– Going on during & between ID steps.– Purpose is to improve instruction before completed

instruction is delivered.

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Summative Evaluation

– Usually occurs after instruction completed & implemented.

– How much & how well did students learn? – How well did course or workshop work?

• Does it need modification before being presented again?• What needs changing? Content? Instruction? Media?

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Conclusion