svictorcole.weebly.comsvictorcole.weebly.com/uploads/2/4/3/4/24344505/... · Web viewInformation and Communications Technology (ICT) has become a customary entity in every aspect

Running Head: MINI-PROJECT - ICT INTEGRATION 1

Mini-Project

ICT Integration at the Pares Secondary School

by

Shantel Victor-Cole

314500054

A Paper Presented in Partial Fulfillment

Of the Requirements of

EDID 6505: Systems Approach to Designing Instructional Materials

Trimester II, 2015-2016

Email: [email protected]

University: University of the West Indies Open Campus

eTutor: LeRoy Hill

Course Coordinator LeRoy Hill

MINI-PROJECT - ICT INTEGRATION 2

2

Table of Contents

Introduction.................................................................................................................................................3

Needs Assessment.......................................................................................................................................4

Task Analysis & Performances Objectives..................................................................................................6

Task Analysis..........................................................................................................................................6

Performance Objectives...........................................................................................................................7

Assessments................................................................................................................................................7

Performance Rubric.................................................................................................................................7

Application Assessment Items.................................................................................................................8

Learner and Contextual Analysis.................................................................................................................8

Instructional Strategy and Lesson................................................................................................................8

Reflective Writing.......................................................................................................................................9

References.................................................................................................................................................11

Appendices................................................................................................................................................12

Appendix A...........................................................................................................................................13

Appendix B...........................................................................................................................................14

Appendix C...........................................................................................................................................21

Appendix D...........................................................................................................................................22

Appendix E............................................................................................................................................23

Appendix F............................................................................................................................................24

Appendix G...........................................................................................................................................27


3

Introduction

Information and Communications Technology (ICT) has become a customary entity in

every aspect of our daily lives. It has had such an impact that even the way our students learn

has changed. In different parts of the world, integrating ICT into curricula is becoming more and

more popular. Educational consultant Maria Carolina De Ocampo notes that “Kids learn very,

very differently now. You don’t have to sit down and memorize because memory is the lowest

form of learning. Critical thinking, problem solving, creative thinking are the highest and we

don’t encourage that in schools.... We encourage them to be all the same, because if you’re not

the same, there’s something wrong with you” (Garcia, 2010). “So what is 21st century

education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It

addresses a rapidly changing world filled with fantastic new problems as well as exciting new

possibilities (Shaw, 2008).” Punie, Zinnbauer and Cabrera, 2006, stated that “When looking at

the current widespread diffusion and use of ICT in modern societies, especially by the young –

the so-called digital generation – then it should be clear that ICT will affect the complete

learning process today and in the future”.

With that being said, the ICT committee at the Pares Secondary School, has realized the

importance on getting the ball rolling on integrating ICT into the curriculum now rather than

later. However, in our effort to do such, we were met with blank stares and rejections as the

administration and staff didn’t see the need of such an endeavour. In an effort to press for the

need of ICT integration into curricula, we have proposed a two-day workshop for the Heads of


4Departments to educate them on the importance of ICT in education and to prepare them for

taking the reign in leading their team of teachers to realizing the urgency of the matter.

Needs Assessment

In preparing the needs assessments the following were identified:

Who is your target audience?

Target audience will comprise Heads of Departments at the Pares Secondary School

(HoDs). The qualifications of teachers at the Pares Secondary School range from

undergraduate degrees to graduate degrees and are either trained or untrained in

education. Their ages range from early 20s to early 50s. The subjects taught vary from

Social Sciences, Natural Sciences, Foreign Languages, Business Studies,

Telecommunications and Vocational Studies, so the skills vary from teacher to teacher.

Management of the school is comprised of the principal, deputy principal, five year

heads, and ten heads of departments. These individuals control the day to day functions

of the school.

What you need to know?

Optimals – What knowledge is needed?

Knowledge of the benefits of ICT to improve the quality of education;

Basic knowledge educational ICT tools; and

Aware of suitable devices for ICT integration in education;

Actuals – the way things are at present.


5 The existing level of integration among curricula in the school is minimal to none;

Knowledge about the use and manipulation of ICTs (hardware and software are

limited to none;

The present nature of teaching methodologies utilized are traditional;

Current level, availability and accessibility of the use of ICT is limited to none;

Feelings

Determine teachers’ attitude towards ICT integration;

Determine teachers’ attitude to subject integration;

Determine teachers’ willingness to participate in the initiative;

Gain an understanding of teachers’ views about the existing situation

Causes

Teachers’ level of understanding of ICTs are limited to none and as a result and

unwilling or afraid to attempt to use ICTs;

Opportunities/time allotted for the use of ICTs in the classroom is non-existent or are

just available to a selected few;

ICT tools and equipment are outdated and therefore they are not appealing to either

teachers or students;

Class sizes are too large for the volume of tools and equipment available;

ICTs are not always available to students during school hours; and

School teaching culture is traditional and as a result teachers are limited in what they

can use in the classroom causing a great divide between the teachers and the students

as well causing students to become disinterested in learning.


6Solutions

Opportunities for training and practice in ICT for teachers; Many teachers, though

they may have the basic knowledge and skills to operate a normal computing device,

may not necessary have the required knowledge and skills to go beyond that.

Modification of curriculum by curriculum development officers/Modification of

timetables; modifying the curricula and timetables to suit the initiative is one of the

most important task.

Access devices through collaboration with Board of Education (BoE); the BoE is

responsible for the acquisition and delivery of supplies to all public school.

Utilize teaching strategies such as grouping, flipped classrooms and peer tutoring;

one of the issues that the public school classrooms face is overcrowding so in order to

address that issue some of the suggested teaching strategies can be utilized.

Ensure student access to necessary equipment for students; ICT devices are not

always available to students, so initiatives for supplying students with the necessary

devices are necessary.

Assist teachers in accepting and practicing new ideas; demonstrating to the teachers,

the benefits of ICT in the classroom may help change the culture of the school.

Why you need to know it?

The method of instruction delivery at the Pares Secondary School limits the quality of education obtained by the students. An analysis of the existing methods of instruction and the eventual output (internal exam results and CSEC results) will help to determine the level of effectiveness, weaknesses and strengths of the existing methods of instruction and aid in the development of instruction geared towards teaching methods.Who knows that?

Principal/Deputy Principal;

How will you get that information? Technique –


7 Heads of Departments; Teachers;

o Personal Interview;

o Survey Questionnaire;

o Work Samples;

o Participatory Observation

Task Analysis & Performances Objectives

Task Analysis

In the tasks analysis a variety of tasks was identified and prioritized using a Task

Selection Worksheet (See Appendix A). A procedural analysis (See Appendix B) was then

conducted for each task identified, for determining the necessary activities required to complete

each task. Also, a prerequisites analysis (See Appendix C) was performed on the task with the

highest priority to determine the skills necessary to complete that task.

Performance ObjectivesTerminal Objective

After actively participating in the workshop, Heads of Departments should be able to

demonstrate ability to train teachers in their department to effectively modify their learning

outcome to include ICT tools and equipment.

Enabling Objectives

By the end of the workshop, Heads of departments should be able to:

Employ effective ICT methodologies to achieve teaching objectives independently;

(Psychomotor, Doing)

Organize classroom ICT resources effectively to meet learning objectives for each

learning outcome with available ICT resources; (Application, Organizing)


8 Exhibit competence in those areas of ICT that support pedagogy in each learning

outcome with little or no redirection; and (Application, Responding)

Use the most suitable ICT to meet teaching objectives, by critically reviewing a range of

generic and subject-specific software without assistance. (Cognitive, Psychomotor,

Evaluation)

AssessmentsPerformance Rubric

For the terminal objective, after actively participating in the workshop, Heads of

Departments should be able to demonstrate ability to train teachers in their department to

effectively modify their learning outcome to include ICT tools and equipment, a performance

rubric was created (See Appendix D). This performance rubric is to be used to assess whether the

learners were able to create instructions that would incorporate appropriate ICTs (hardware and

software) to promote critical and creative thinking skills for a particular learning outcome.

Application Assessment Items

For the enabling objective that lead to the terminal objective, four (4) multiple choice

questions (See Appendix E) were developed. Each would assess the learners’ ability to

effectively apply their knowledge.

Learner and Contextual Analysis

In developing the learner and contextual analysis (See Appendix F) an understanding of

the target learners was established. This was done so that the instruction being developed will

suit the target audience. It was also necessary to understand the context in which the instruction

will be taking place as well as the context in which the learners will ultimately use their skills.


9The learner and contextual analysis is a necessary activity when designing any

instructional material and therefore was very beneficial to the success of the workshop.

Instructional Strategy and Lesson

The instructional strategy developed was based on David Merrill’s First Principles. This

was an integral part of the process as it was essential for the instruction to appeal to all learning

types. As described in the needs assessment, the teachers at the Pares Secondary School, who are

the participants in this workshop, has various levels of qualifications, are at different ages, teach

different subjects and possess a variety of skills. As a result, the lesson (See Appendix G) was

designed and developed based on the result of the data collected in the learner and contextual

analysis.

Reflective Writing

This project’s intention was to build a workshop for the Heads of Departments HoDs),

sometimes referred to as the learners in this document, at the Pares Secondary School. These

HoDs are from different backgrounds and are all degreed teachers; some of whom are also

teacher trained.

Initially, I had the perception that these individuals would jump at the opportunity to be

engaged in such a workshop, especially since integrating ICT into education is one of the

initiatives that has been taken on by the Government of Antigua and Barbuda. However, there

was some resistance, especially by the more “seasoned” teachers, as they didn’t see the need for

such an endeavor. Their rationale was that they have been getting by all these years without

integrating technology, so there is no need for it at this point. It was then a task for me to show


10them it’s no longer about getting by, but exposing and teaching our students the necessary skills

required to succeed in the 21st century. After meeting with each HoD individually and then as a

collaborative group, it was decided that the workshop will not only benefit them and their skills,

but it will also be beneficial to our student body as well as society.

In developing a lesson for this workshop, which was held for a period of two (2) days,

advanced organizers (graphic and narrative) as well as analogies (scenario and comparison) were

used. The analogies were used in the activation stage to give the learners a chance to understand

the importance in choosing the right type of ICT tools/equipment for their lessons. The scenario

analogy depicted an octopus using her tentacles to gain different levels of human intellect while

using various types of ICT tools & equipment. The comparison analogy showed the importance

of choosing the right ICT tools to create a lesson that will stand out to their students. The

advanced organizers were used in the application phase. The graphic organizer showed the

learners which ICT tools/equipment can be used to achieve a certain type of outcome. The

narrative is a written description of what the graphic organizer was depicting. The graphic

organizer was the most effective in helping the learners in understanding the different types of

tools and equipment that can be used to reach teaching objectives. The time allotted for the

workshop was the major shortfall and hence made it difficult to achieve all learning outcomes. A

smaller area should have been targeted e.g., an introductory workshop for ICT integration, which

will cover fewer objectives, can be considered.

Valuable feedback was provided in the group forum and the constructive criticism of my

work helped me to develop a better workshop. I appreciated all the help and enjoyed working

with my peers.


11Overall, the putting together of this project gave me a deeper insight of developing

instructional material using various techniques. I am now better able to apply my knowledge,

especially in writing objectives, which I realize is an integral part of lesson planning.


12References

Alazam, A., Bakar, A., Hamzah, R., & Asmiran, S. (2012). Teachers’ ICT Skills and ICT

Integration in the Classroom: The Case of

Vocational and Technical Teachers in Malaysia (1st ed., p. 70).

Clifford, M. (2012). Facilitating Collaborative Learning: 20 Things You

Need to Know From the Pros - InformED. InformED. Retrieved 27 June 2015, from

http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-

things-you-need-to-know-from-the-pros/

Davis, V. (2015). 50+ Ways to Use Technology in the Classroom. Retrieved from

https://www.youtube.com/watch?v=Yj7QQM- ZMWc

Garcia, A. (2010). Raising the 21st Century Child.

http://www.mb.com.ph/articles/276651/raising-21st-century-child

Integrating Technology into classrooms. (2009). Retrieved from

https://www.youtube.com/watch?v=9cxyH1qg KZQ

Itma.vt.edu,. (2015). Lesson 4 - Learner and Context Analysis. Retrieved 29 July 2015, from

http://www.itma.vt.edu/modules/spring03/multimed/lesson4.htm

Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998). Task analysis methods for instructional

design. Routledge.

Lawrence, A., & Veena, K. (2015). ICT AND TEACHER COMPETENCIES. Academia.edu.

Retrieved 27 June 2015, from

http://www.academia.edu/1462066/ICT_AND_TEACHER_COMPETENCIES

https://www.youtube.com/watch?v=9cxyH1qg



https://www.youtube.com/watch?v=Yj7QQM-



http://www.academia.edu/1462066/ICT_AND_TEACHER_COMPETENCIES

http://www.itma.vt.edu/modules/spring03/multimed/lesson4.htm

http://www.mb.com.ph/articles/276651/raising-21st-century-child

http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/

http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/


13

Merrill, M. D. (2002). First principles of instruction. Educational technology research and

development, 50(3), 43-59.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction.

John Wiley & Sons.

Oldknow, A., Taylor, R., & Tetlow, L. (2010). Teaching Mathematics Using ICT (3rd ed., pp.

109-110). London: Continuum International Publishing Group. Retrieved from

https://books.google.tt/books?isbn=1441156887

Punie, Y., Zinnbauer, D., & Cabrera, M. (2006). A Review of the Impact of ICT on

Learning. Retrieved from http://ftp.jrc.es/EURdoc/JRC47246.TN.pdf

Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional

design. Educational technology research and development, 45(2), 85-115.


14

AppendicesAppendix A

Task Selection Worksheet

Criteria for Task Selection Worksheet Criticality

40 pts

Universality

10 pts

Frequency

10 pts

Standardization

10 pts

Difficulty

30 pts

Total

100 pts

Notes

TASKS #1 #2 #3 #4 #5 #6 #7Exploration of previous experience 30 4 2 5 10 51

Introduction to ICT 30 4 2 5 15 56

Interact with ICT tools and equipment (software & hardware)

40 8 10 9 20 87

Practice using ICT material 40 8 8 7 20 83

Identify skills required 40 10 5 8 18 81

Review content of their respective syllabi

40 10 6 4 15 75

Modify existing curriculum to reflect ICT integration

40 10 8 4 30 92

Develop policy to govern the use of ICT on the school compound

40 10 8 4 20 82


15Appendix B

Procedural Analysis

Assumptions

All Heads of Departments (HoDs) have some ICT skills that can be utilized during the

professional development workshop;

There are some semblance of a working policy regarding the use if ICT in schools;

Teachers use ICT equipment for some lessons be it correctly or incorrectly;

Tools/equipment (hardware and software) are readily available when requisitioned;

Infrastructure is in place to assist teachers in ICT integration;

School administrators and Ministry of Education officials are on-board with the ICT

integration initiative;

Training material is readily available for the workshop;

ICT standards are in place (International Society for Technology in Education (ISTE)).

Level 1

1. Exploration of previous experience;

2. Introduce HoDs to ICT;

3. Interact with ICT tools and equipment (software and hardware);

4. Practice using ICT material;

5. Review content of their respective syllabi ;

6. Modify Curriculum to Integrate ICT;

7. Identify the skills required by future trainees to complete specific learning outcomes;

8. Develop policy to govern the use of ICT on the school compound;


16Level 2

1. Exploration of previous experience

1.1. HoDs will identify areas in which their department may have used ICT tools/equipment

and demonstrate how it was used;

1.1.1. Develop a simple lesson plan and execute to demonstrate

1.2. Discuss and note the effects it may have had on the participants;

1.3. Discuss the effects it may have had on the delivery of the lesson;

1.4. Identify any HoD that may have had previous ICT training.

2. Introduce HoDs to ICT

2.1. By use of presentation, demonstrate what is ICT?;

2.1.1. Select a lesson plan and show the effects of ICT vs non ICT to highlight benefits

of ICT integration

2.1.2. By use of videos (youtube) share the views of individuals in different societies,

with regards to ICT integration in education

2.1.3. Show how ICT tools/equipment can be used to enhance the learning experience

2.2. Identify outlooks of each individual toward the use of ICT;

2.2.1. Participants will express their thoughts and feelings about ICT use in education

2.2.1.1. A selected few with then share their thoughts and feelings and identify

ways in which negative thoughts/feelings can be overcome

2.3. Discuss the proper and improper use of ICT;

2.3.1. Demonstrate when and how ICT can be used as tool for enhancing learning


172.3.1.1. Select some topics from a curriculum (those that will and will not allow

ICT integration) and demonstrate the effects of ICT

2.3.2. Not every lesson will be enhanced using ICT;

2.3.2.1. Based on the results of 2.3.1.1, state why ICT would have no effect on

some topics

2.3.3. Discuss why ICT cannot replace teachers in the classroom and help participants to

understand why their role is important in the learning experience;

2.4. Review standards for using ICT in education (ISTE document);

2.5. Discuss policies to be implemented to govern the use of ICT in school;

2.5.1. Determine if a there is a school policy regarding ICT use in schools? (Yes go to

2.6, No go to 2.4);

2.6. Recommend programmes that can be used to enhance knowledge and skills in using ICT

in the classroom;

2.7. Identify skills/knowledge of each individual by use of a self-evaluation worksheet (See

5.1).

3. Interact with ICT tools and equipment (software and hardware)

3.1. Allow participants to take part in different activities ;

3.1.1. Using prepared materials for the professional development session, participants

will interact with tools and software

3.1.2. Participants will document their progress, their strengths and weaknesses

3.2. Participants will record their skills and how it was utilized;


183.2.1. Based on the results from 3.1.1, participants document their prior skills and any

new skills that were learned in a journal

3.3. Trainers will evaluate the skills and group participants accordingly;

3.4. Identify tools/equipment that are readily available;

3.4.1. Participants will be asked to identify tools and equipment that are readily

available at their school

3.5. Create tools/equipment list that need to be requisitioned.

4. Practice using ICT material

4.1. Participants will congregate in their groups according to skills identified;

4.1.1. Participants will engage activities to enhance skills. E.g. Downloading and

installing and activating software

4.2. Trainers will assign learning material according to skill;

4.2.1. Participants complete the required tasks assigned and will record their strengths

and weaknesses in a journal

4.3. Participants will develop learning material for a simple learning objective to demonstrate

understanding of task 4.2.1

4.4. Participants will record their opinion, in their journals, about using ICT to develop

learning materials;

4.5. Trainers will evaluate the learning materials developed as well as individual opinions;

4.5.1. Trainers will determine if learning materials are according to standards? (Yes go

to 4.6, No – revert to 2.4);

5. Identify the skills required


195.1. Administer a self-evaluation to determine the skills required by teachers;

5.1.1. Participants will state, according to their subject area, the skills that will be

necessary by their teachers. E.g. A math teacher may need to know how to

manipulate an online graphing calculator while and English teach may need to

manipulate a document in word using formatting options etc.

5.2. Determine if there is need for an ICT skills development workshop.

Level 3

6. Review content of their respective syllabi

6.1. Participants will regroup according to similarity in subject areas;

6.2. Content of syllabi will be reviewed;

6.2.1. Identify topic areas that can use ICT to enhance learning experience

6.2.1.1. Determine the type of ICT recommended

6.2.2. Identify topic areas that can be integrated with other subjects and taught alongside

each other;

6.2.2.1. Determine the type of ICT recommended

6.2.3. Identify strategies/techniques ;

6.2.3.1. Investigate and apply different strategies and techniques to determine the

ones suitable for specific instruction in subject area

6.2.4. Determine if strategies/techniques cater for all learning styles? (Yes go to 6.2.5.,

No – revert to 6.2.3);

6.2.5. Identify possible ICT tools/equipment that can be utilized;


206.2.5.1. Apply learning techniques/strategies to various ICT/tools and equipment

to identify the best suited ones

6.2.6. Can learning outcome be met using tools/equipment identified? (Yes go to 7, No

– go to 6.2.4).

7. Modify Curriculum to Integrate ICT

7.1. Identify/Modify learning outcomes that can be enhanced by ICT;

7.2. Identify strategies that can be incorporated to enhance the learning experience using

ICT;

7.2.1. Refer to the outcomes of 6.2.5.1. to identify techniques/strategies

7.3. Develop draft unit plan;

7.4. Verify that unit plan incorporates technological, pedagogical and content knowledge

(TPC);

7.4.1. Review unit plan against TPACK framework

7.4.2. Check if the plan incorporates technological, pedagogical and content knowledge.

(Yes go to 7.5, No – revert to 2.4);

7.5. Identify the tools/equipment necessary to carry out learning outcomes according to the

strategies identified;

7.5.1. Tools/equipment available at school? (Yes go to 7.6, No – go to 3.5);

7.6. Design and develop suitable evaluations and assessment exercises.

8. Develop policy to govern the use of ICT on the school compound

8.1. Create/Modify ICT policy.


Procedural Analysis – Graphical Representation



Appendix CPrerequisites Analysis


Appendix DPERFORMANCE RUBRIC

Terminal Objective; after actively participating in the workshop, Heads of Departments should be able to demonstrate ability to train

teachers in their department to effectively modify their learning outcome to include ICT tools and equipment.

(1) Not Yet Meeting Expectations

(2) Approaching Expectations

(3) Fully Meeting Expectations

(4) Exceeding Expectations

Understanding and use of ICTs

Teachers use and understanding of ICT is below a basic level; there is no evidence of attempts to successfully integrate ICT into lessons; lacks confidence

Teachers use and understanding of ICTs are at basic level; there is no evidence of attempts to successfully integrate ICT into lessons; lacks confidence

Teachers use and understanding of ICTs are above basic level; there is strong evidence of attempts to successfully integrate ICT into lessons; high level of confidence

Teachers exhibit mastery of the use of technology tools for accomplishing instructional goals; high levels of confidence displayed

Application of instructional activities to encourages collaborative learning with ICTs

Instructional activities do not encourage learners to collaborate; learners mostly work alone completing their own tasks with no ICTs

Instructional activities encourage slight collaboration among: learners: learners are occasionally allowed to work in pairs, completing their tasks with no ICTs

Instructional activities encourage strong collaboration among learners: learners always work in groups, completing all their tasks with ICT use.

Instructional activities encourage strong collaboration among learners: learners always work in groups, completing all their tasks with ICT use.Collaboration extends beyond group work.

Promoting student critical andcreative thinking, with ICT use

Lessons outcomes allow no use of ICTs. No critical or creative thinking skills are introduced to the learners.

Lesson outcomes permit learners to utilize ICTs, but limit the learners to display critical and creative thinking.

Learners are given tasks that give them the opportunity to select relevant ICTs to carry out their learning tasks and to make real world connections. Tasks allows learner to apply critical and creative thinking skills in solving problems.

Learners are encouraged to use ICTs to encourage collaboration to disseminate problems and produce solutions. Learners are required to apply critical and creative thinking skills to solve problems and find solutions for given tasks.

Student Assessment Assessments are designed solely summative and limited to a written exam. Assessments do not involve the use of ICTs.

Assessments are both formative and summative, but still limited to written methods. Assessments do not include the use of ICTs.

Assessments are both formative & summative. Assessment diagnostics are an integral part of the learning process. Facilitator uses assessment rubric. Most assessments involve use of ICTs.

Assessments are both formative and summative. Different forms of assessments are utilized (rubrics, peer assessments etc.) ICT tools are considered for publishing and electronic portfolios are used.

Mini Project 25

Appendix EAPPLICATION ASSESSMENT ITEMS

Objective: Employ effective ICT methodologies to achieve teaching objectives

1. You are asked to demonstrate the effective use of a PowerPoint presentation to encourage interaction. Which of the following would you apply?

a. Create a simple timed PowerPoint presentation and upload to individual machinesb. Download and incorporate Mouse Mischief to create an interactive whiteboardc. Create a PowerPoint presentation with sound and animation and play via projectord. Run a slideshow using a projector and allow learners to make notes

Objective: Organize classroom ICT resources effectively to meet learning objectives for each learning outcome

2. You have been asked to collaborate on a project to learn about emerging technologies in education. What would your strategy be?

a. Use ICT with the whole class to introduce the topicb. Assign individual learners to ICT devicesc. Arrange learner into small groups with ICTs to ensure that each learner is

engaged and that collaborative effort is balancedd. Arrange resources for ease of use by individual learners

Objective: Exhibit competence in those areas of ICT that support pedagogy in each learning outcome

3. The task is to design a project-based learning activity incorporating ICT. Identify the best way that ICT tools can be used to enhance such a project.

a. Use computers to prepare reports to be printed at the end of the projectb. Use the internet solely for researchc. Use the internet for online collaborationd. Incorporate the use of digital tools and resources considering the tools that might

be used for communication, presentation and investigation in didactic teaching. (e.g. learners may use digital clickers to communicate to teachers)

Objective: Use the most suitable ICT to meet teaching objectives, by critically reviewing a range of generic and subject-specific software

4. Your principal has requested that you create a poster to demonstrate the concept of digital citizenship. Determine which ICTs would be suitable for use in this activity.

a. A computer with a word processor and graphics installedb. A graphic tabletc. A smart phone with Google Play to download an app of choiced. A computing device with internet access, a word processor or design program

Mini Project 26

Appendix FContextual Analysis Worksheet

-2 Greatly impedes-1 Slightly impedes+1 Slightly facilitates+2 Greatly facilitates

Orienting ContextLearner Factors

Learner profile and Experiential BackgroundLearners understanding and use of ICT in everyday lives -2 -1 +1 +2

Goal SettingPlans which learners have for themselves relating to ICT integration

-2 -1 +1 +2

Perceived UtilityLearners ideas about the usefulness of ICT integration -2 -1 +1 +2

Perceived AccountabilityDo participants give consideration to possible consequences for non-participation in the integration exercise?

-2 -1 +1 +2

Immediate Environment Factors

Social support:Are participants encouraged by family/co-workers to participate?

-2 -1 +1 +2

Will the absence of electricity and internet connection affect the ability of the participants to understand the instructions?

-2 -1 +1 +2

Do learners eating habits affect their capacity to understand the instruction?

-2 -1 +1 +2

Organizational Factors

Incentives:Will the receipts of rewards impact the understanding of the participants?

-2 -1 +1 +2

Learning Culture:Does the manner in which participants learn (learning style) impact their understanding of instruction?

-2 -1 +1 +2

1.

Mini Project 27

Instructional Context:

Learner Factors

Learner role perception:Do learners’ views of their role match their actual role within the learning environment?

-2 -1 +1 +2

Learner task perceptionDo learners’ understand and consider their task to be doable? -2 -1 +1 +2

Immediate Environmental Factors

SeatingSeating arrangements affect interaction within the learning environment

-2 -1 +1 +2

Instructor Role PerceptionDoes the instructor perceive his/her role to be a facilitator/lecturer

-2 -1 +1 +2

SchedulesProvision for regular opportunities to review and practice -2 -1 +1 +2


Rewards and valuesWhat is the importance of incentives for learners within the ICT integration programme?

-2 -1 +1 +2

Learning supportsAre the necessary supports available to aid learning? E.g. equipment, material etc.

-2 -1 +1 +2

Teaching supportsAre the necessary supports available to aid teaching” e.g. tech support etc.

-2 -1 +1 +2

Transfer Context:

Learner FactorsUtility perception

What are the learners’ opinions about future use of the acquired skills and technology?

-2 -1 +1 +2

Perceived resourcesAre learners convinced that our programme possesses sufficient materials and equipment to achieve our goals?

-2 -1 +1 +2

Transfer coping strategyDo learners have the capacity to rebound from possible failure in attempts to utilize the acquired skills & technology?

-2 -1 +1 +2

Mini Project 28

Immediate Environmental Factors

Transfer opportunitiesAre activities made available for encouraging use and retention of acquired skills and technology

-2 -1 +1 +2

Social supportAre co-workers and supervisors supportive of participants’ efforts to integrate ICT into their programmes?

-2 -1 +1 +2

Situational cuesAre participants given reminders to encourage them to utilize the newly acquired skills in technology?

-2 -1 +1 +2


Transfer contextDoes the culture of the organization, allow participants to practice the skills developed?

-2 -1 +1 +2

IncentivesIs there room for promotion/upgrades, for the participants’ who make efforts to transfer skills and technology?

-2 -1 +1 +2

Mini Project 29

Appendix GPowerPoint Lesson and Instructional Strategies

Slide 1 Slide 2

Mini Project 30

Slide 3 Slide 4

Mini Project 31

Slide 5 Slide 6

Mini Project 32Slide 7



Mini Project 35 Slide 10


Documents

svictorcole.weebly.comsvictorcole.weebly.com/uploads/2/4/3/4/24344505/... · Web viewInformation and Communications Technology (ICT) has become a customary entity in every aspect