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Teaching Learning Situation and use of ICT Presented by Roshan Subedi

Ict use in teaching learning

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Page 1: Ict use in teaching learning

Teaching Learning Situation and use of ICT

Presented byRoshan Subedi

Page 2: Ict use in teaching learning

PROCESS OF LEARNING

• Learning is a process in which four components interact

• Components are:1. Teacher

2. Student

3. Curriculum content and goals

4. Instructional material and infrastructure

Page 3: Ict use in teaching learning

TEACHER CENTRED PHILOSOPHY

• Students are burdened to learn

• Students responsible to acquire the knowledge for success

• The primary concern of teacher was to impart the knowledge

• Adequate materials required

Page 4: Ict use in teaching learning

LEARNER CENTRED PHYLOSOPHY

• Student learning is primary goal

• Teacher motivates student to learn, participate, critically think and successfully perform.

Student-centered flexible learning

Less flexible More flexible

Lectures

Problem-based

learning

Self-directed learning

Page 5: Ict use in teaching learning

MODERN PHYLOSOPHY OF EDUCATION

Student must be able to decide• What he learns?

• When he learns?

• Where he learns?

• How he learns?

Page 6: Ict use in teaching learning

LEARNING MODES

• Learning by objectives

• Learning through experience

• Learning by examples

• Learning by discovery

• Learning to learn

Page 7: Ict use in teaching learning

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

• Information technology is defined as study or use of electronic equipments, specially computers for storing, analyzing and sending out information.

• Communication technology is the process of sending, receiving and exchanging information.

• Thus, ICT is a generic term referring to technologies that are being used for collecting, storing, editing and passing information in various forms.

Page 8: Ict use in teaching learning

TECHNOLOGY

• Constantly changing- Dynamic

• Change is not always easy

• Change is inevitable

• Change leads to progress

Acceptance of change is major requirement for Technology integration.

Page 9: Ict use in teaching learning

TECHNOLOGY INTEGRATIONWHY TECHNOLOGY INTEGRATION?On-behalf of teachers• Technology is revolutionizing the way we think, work and play.• Technology enables teachers to provide multiple representation

and multiple options for expression.• Technology changes traditional classroom instruction

techniques. On-behalf of students• To achieve 21st century skills in students

– Personal and social responsibility– Planning, Critical thinking, Reasoning and Creativity– Stronger communication skills– Choosing appropriate tool for the task

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PARADIGM SHIFT

Factory model of education Broadcast model of education

Teacher-centered learning Learner-centered learning

ICT CHARACTERISTICS

EFFECTIVENESSMore interactive•Fewer errors•Customized•Personalized•Transparent•Searchable

EFFICIENCY•Faster•Cheaper•Fewer steps•Less people•Less paper work

INNOVATION•New products•New techniques

Page 11: Ict use in teaching learning

ICT LITERACY LEVEL- I

• Initial: This level indicates that the educator has a level of awareness of the potential use of ICT

• Teacher first begins to experiment ICT in the classroom at a basic level for discrete lessons.

ICT LITERACY LEVEL- II

• Developing: This level indicates that the educator is increasingly aware of using ICT to improve student learning

• Teacher now incorporate ICT into classroom at daily basis

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ICT LITERACY LEVEL- III

• Proficient: This level indicates that the educator is leader in the use of ICT

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PHASE I: ENTRY PHASE

• Teachers use traditional print-based media

• Learning activities center around seat-based work

• Teachers are most concerned about the basic operation of computers

• “I just don’t have time!”

Page 14: Ict use in teaching learning

PHASE II: ADOPTION PHASE

• Classroom instruction still depends heavily on boards and textbooks.

• Teachers use word processor for writing activities

• Teachers use educational software, to develop low-level skills

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PHASE III: ADAPTATION PHASE

• Students use word processor, databases, some graphics application and many computer assisted instruction packages

• With support of technology, the student productivity increases

• Students’ basic computer skills improve

• Students are allowed to progress at their own pace

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PHASE IV: APPROPRIATION PHASE

• Teachers and students demonstrate highly developed skills with technology

• Teachers are comfortable with technology

• Teachers develop new instructional strategies

• Emphasis shift to collaborative learning

• Students move towards collaborative work pattern

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PHASE V: INVENTIVE PHASE

• Teachers facilitate the construction of student knowledge

• Classroom promote social interaction, encouraging students to share their own knowledge and experiences

• Teachers implement a curriculum integrated with technology

• Teachers employ a variety of student assessment activities

Page 18: Ict use in teaching learning

ATTRIBUTES OF COMPUTER BASED TECHNOLOGY

1. Multi-sensory delivery: Text, graphics, animation, sound and audio

2. Active learning: Enhanced learner interest

3. Co-operative learning: Positive group/social interaction

4. Communication skills: One-to-one, One-to-many, Many-to-many

5. Multicultural education: Linking students outside

6. Motivation: Greater learner engagement

Page 19: Ict use in teaching learning

TOOLS USED• Representation tools (MS-office package)

• Presentation tools (Power-point, Blogs)

• Search tools (Search engines, Web pages)

• Communication tools (E-mail, Social networks, Lectures, Video conferencing)

• Educational sources (Digital Library, E-books and electronic publications)

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ICT IN EDUCATION

• ICT doesn’t automatically add quality to teaching and learning

• ICT application can accelerate and improve learning (basic skills, problem solving, information management, concept development)

• ICT provides means of gathering, connecting and analyzing data about teaching and learning

Page 21: Ict use in teaching learning

ICT CHALLENGES

• Teacher has to learn how to use a variety of ICT application

• Teacher has to use, adapt and design ICT enhanced curricula

• Teacher has to expand the content area of knowledge

• Teacher has to take new roles

• Teacher has to respond to individual students

Page 22: Ict use in teaching learning

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