Transcript Wk10MOEDay1x - myictintegration

&
THE INFUSION OF ICT INTO
CURRICULUM DELIVERY
Welcome
Facilitator:
Mary Ann Chaitoo
Email: [email protected]
[email protected]
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Usernames and Passwords
PC Logon
Username:
Password:
lab1s1 – lab1s21
public1
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Safety Moment
• Emergency Plan
• Safety at the Shopping Malls
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Overview
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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:
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Recall the different Educational Technology Models.
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Apply the principles of instructional design to ICT
integration in the classroom.
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Design instructional systems for ICT integration.
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Develop instructional strategies and materials.
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Evaluate and manage ICT integration programmes.
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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.
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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.
Google tools
Wiki-folio
Tags
blog
Web 2.0
Technorati
wiki
backchanneling
Social bookmarking
Flickr
podcast
vodcast
Voki
Widget
avatar
Online Video Hosts
• 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.
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.
• Podcasting Blog http://ple20.blogspot.com/
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http://edublogs.org/
Wikis
• Collaborative writing is easy
with a wiki. Create, edit,
modify, link, and organize all
via the web.
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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Podcasts
• Promote public speaking by
creating podcasts.
• Use Audacity, a free, crossplatform sound editor to create
and edit your podcasts.
• Attach a podcast to your blog and
ask for feedback. That’s real
world!
Audacity Instructional videos
http://asimov.coehs.uwosh.edu/~winterfe/audacity/
http://audacity.sourceforge.net/
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Call, collaborate, communicate
• 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/
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Virtual Workspaces
• Collaborate using a
whiteboard, chat,
conference call and more.
• Try Vyew (view)
http://vyew.com/site/
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Photo Storage
• There are many sites
available to host your
photo collection. A few
sites include:
– Flickr
http://www.smh.com.au/ffximage/
2006/09/15/ic_camera1_narrowwe
b__300x406,0.jpg
http://www.flickr.com/
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Bookmarks
• 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
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
An inquiryoriented activity
in which some or
all of the
information that
students interact
with comes from
the Internet.
http://webquest.org/index.php
http://bestwebquests.com/default.asp
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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
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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
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“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%93all-the-tpack-2x-the-commercial-interruptions/
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Educational Technology
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Educational Philosophy
Three main theoretical schools or philosophical
frameworks have been present in the educational
technology 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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Benefits
Educational technology is intended to improve
education over what it would be without
Technology:
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Easy-to-access course materials.
Student motivation.
Wide participation.
Improved student writing.
Subjects made easier to learn.
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Instructional Design
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.
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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
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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
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The ADDIE Model
Analyze
Implement
Evaluate
Develop
Design
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.
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.htm43
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
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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
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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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
edit
Contact Us
edit
Resources
edit
•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
Illustrations adapted from Guillaume du Gardier. What is a wiki? June 2, 2005
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Why use a wiki?
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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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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 WebQuests
Short 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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Basic Elements of WebQuest
There are five basic components of an average
WebQuest:
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3.
4.
5.
Introduction
Task
Process
Evaluation
Conclusion
Introduction
The purpose of the Introduction section is to:
– set the stage for the activity.
– catch the reader's attention to draw them
into the quest.
– provide background information.
Example: Introduction
Task
• The Task block in a WebQuest is a description of
what the learner will produce by the end of the
activity.
• It also describes the tools that are to be used to
produce the expected product – such as a
HyperStudio stack or PowerPoint presentation,
a written report, or an oral presentation.
Example: Task
Process
The purpose of the Process block is to:
• give a step-by-step description, relatively short
and clear
• provide links to Internet sites interwoven within
the steps
Example: Process
Evaluation
The Evaluation section is designed to:
• display a rubric to measure the product as
objectively as possible.
(Note: It should leave little room for question)
Example: Evaluation
Conclusion
The Conclusion section of a WebQuest provides an
opportunity to:
– summarize the experience.
– encourage reflection about the process.
– extend and generalize what was learned.
– add higher level questions that may be
researched at another time.
Example: Conclusion
Constructing WebQuests
Create your own webquest using:
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http://www.zunal.com/
Create webquest rubric using:
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http://www.teach-nology.com/web_tools/rubrics/webquest/
Locating Resources
• Use “search engines”
Examples: Excite; Yahoo; Dogpile
• Collect useful WebQuest sites
Example: WebQuest Page
• Collect useful websites for your content area
teaching and learning activities.
Activity #1
Follow the Webquest About the
Reliability of Information Found on the
Web.
http://biologycorner.com/quests/reliabil
ity.html
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Wiki
vs
1. A collaborative website which can
be directly edited by anyone with
access to it.
2. Knowledge comes from community
of dozens or even thousands of
topic experts.
3. Grows rapidly at all hours of the
day. Articles constantly change and
continuously updated.
4. Discussions can take place on pages
or in the discussion forum (at least
in Wetpaint wikis).
5. Spam policed by the community.
Blog
1. A personal or corporate website
in the form of an online journal,
with new entries appearing in
sequence as they are written.
2. Knowledge limited by single
person or few bloggers of the site.
3. Grows slowly, one post at a time.
4. Discussions take place in the
comments of a post, typically
approved by blogger.
5. Spam policed by the blogger.
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Wiki
vs
Web Page
• Open editing
• Limited editing
• Simple text formatting
• HTML on many
• Low security or open
• High security
• Earlier versions stored, can
roll back
• Early versions not stored
• Collaborative in nature
• Pages always considered
“in progress”
• Individual creations
• Pages considered finished
when published
Conclusion
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