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INTERGRATING ICT IN EDUCATION

INTERGRATING ICT IN EDUCATION. THEMES Integration, Planning and Implementation, Resource Management, Influencing Factors. . Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership. Learning outcomes

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INTERGRATING ICT IN EDUCATION

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  1. INTERGRATING ICT IN EDUCATION THEMES Integration, Planning and Implementation, Resource Management, Influencing Factors.

  2. Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership. Learning outcomes • Describe and analyze their own experience of ICT integration practices and discuss their implications; • Develop an understanding of the interlinkages between ICT and Education Leadership; • Develop technological pedagogical content knowledge; • Distinguish between adjunct use and Integration of ICT; • Develop an understanding of the integration of ICT in the teaching and learning; • Use ICT resources Email, Spreadsheets and Word-processing Software

  3. Presentation outline • Discussions • Tasks • Reviews • Hands on • Individual and Collaborative Reflection • Demonstration

  4. ICT INTEGRATION IN EDUCATION

  5. Objectives of the Session • Describe and analyze their own experiences of ICT integration practices and discuss the implications. • Distinguish between adjunct use and integration of ICT in Education. • Discuss and Understand ICT integration in pedagogical leadership.

  6. ICT AUDIT • Personal Information • Qualification: Academic and Professional • Basic computers proficiency

  7. Reflect and write your own experiences as a learner and as a teacher? Analyze your own experiences to identify supporting and hindering factors? Present in a creative style. Exploration of Own Experiences:Task 1

  8. Q: What did you enjoy doing? why? Q: what did you not enjoy doing? Why? Q: What was good about the experience? Why? Q: What situation/topic do you remember most about? Why? Q: What topics do you remember least about? Why? Q: What do you think was relevant/irrelevant about your school/University experiences? Some Guiding Questions

  9. Analyze and Share: a) Good Experiences of Learning b) Not so Good Experiences of Learning. c) Good Experiences of Teaching d) Not so Good Experiences of Teaching. Analysis of Experiences:Task 2

  10. Objectives • Discuss and Understand ICT integration in science in relation to the key learning theories in science. • Distinguish between adjunct use and integration of ICT in Science. • Develop an understanding of TPCK. • Identify and use the ICT relevant resources in science in the teaching, learning, curriculum and assessment of science.

  11. WHAT INFLUENCES LEARNING • What the learner already knows – prior knowledge • Learner’s interest – motivation Prior knowledge: • A Determinant of WHAT further learning can occur

  12. Phenomenon Everyday Knowledge Everyday, common sense way of talking and thinking Developed and reinforced by growing in a culture. Learned and reinforced subconsciously through everyday communication Educational More formalized ways of talking and thinking Development and vandalized by learning communities Learning through explicit teaching (not these to be discovered) Three Way Relationship

  13. Learning • Influences the PROCESS whereby learning occurs. • Motivation: Learning styles and Multiple Intelligences. • Ausubel “rote learning set/meaningful learning set” central

  14. Ausubel • “If I was to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” (1968) • He argued that for “meaningful learning” the learner must make a conscious effort to relate new knowledge to existing knowledge, to identify key conceptions in the new knowledge and relate these to other key ideas.

  15. meaningful rote existing new new existing New Learning knowledge knowledge learning learning Meaningful Learning

  16. Meaningful Learning • Degree of meaningful learning depends on the NATURE of existing knowledge and HOW it interacts with new learning • Those aspects of existing knowledge which provide these interactions are “subsumers” • Two other significant points from Ausubel’s writings • Logically meaningful materials DO NOT AUTOMATICALLY mean psychologically meaningful learning • Advanced organizers – an approach to assisting learning when there are no “subsumers” (existing knowledge to allow appropriate linkages

  17. Conceptual Change Constructivism Meta-cognition Information Processing Learning Theories

  18. It is the process, where an existing conception is fundamentally changed or even replaced, and becomes the conceptual framework that students use to solve problems, explain phenomena, and function in their world. Conceptual Change

  19. Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring Reveal Student Preconceptions Conceptual Change in Classroom Teaching

  20. People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. We are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. The constructivist view involves two principles: 1. Knowledge is actively constructed by the learner, not passively received from the environment. 2. Coming to know is a process of adaptation based on and constantly modified by a learner's experience of world Constructivism

  21. Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts. Pursuit of student questions and interests is valued. Materials include primary sources of material and manipulative materials. Learning is interactive, building on what the student already knows. Constructivism in Classroom Teaching

  22. Teachers have a dialogue with students, helping students construct their own knowledge. Teacher's role is interactive, rooted in negotiation. Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product. Knowledge is seen as dynamic, ever changing with our experiences. Students work primarily in groups. Constructivism in Classroom Teaching (Cont..)

  23. The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies. Paris and Winograd (as cited in Marzano et al., 1988) which states that meta-cognition involves: knowledge and control of self knowledge and control of process Meta-Cognition

  24. Identifying "what you know" and "what you don't know." Thinking about thinking Keeping a thinking journal. Planning and self-regulation. Debriefing the thinking process. Self-Evaluation. Meta-cognition in Classroom Teaching

  25. INFORMATION PROCESSINGThe conversion of latent information into manifest information SOME KEY IDEAS IN THIS VIEW OF LEARNING • SELECTING • CHUNKING THINGS EVERYBODY DOES • PROCESSING OR • INTEGRATING • EXTENDING THINGS GOOD LEARNERS DO • MONITORING

  26. 1. Gain the students' attention. 2. Bring to mind relevant prior learning. 3. Point out important information. 4. Present information in an organized manner 5. Show students how to categorize (chunk) related information. Provide opportunities for students to elaborate on new information. 7. Show students how to use coding when memorizing lists. 8. Provide for repetition of learning. 9. Provide opportunities for over learning of fundamental concepts and skills. Information Processing in Classroom Teaching

  27. Pedagogical Leadership with ICT • Three types of Learning theories that have impacted teaching and learning with ICT. Tutor, Tutee and Tool. • Computer as tutor • Computer as Tutee. • Computer as Tool.

  28. Present your Analysis about “learning” in any of the creative form. Prior and After. Some suggestions are As a poem As a Paragraph/ narrative As a Diagram A song A story A Role play Closure of the Session:Task 3

  29. ICT • What is ICT? • What is Adjunct Use and Integrated Use of ICT in Education?

  30. ICT • Information communication technology (ICT): The term ICT encompasses the range of hardware (desktop and portable computers, projection technology, calculators, data-logging, and digital-recording equipment), software applications (Generic software such as excel, access and multimedia resources such as flash, video and power point), and information systems (Intranet, Internet)

  31. Integrated/Adjunct use Discuss per table as indicated the terminologies as used in ICT Adjunct Integration Presentation

  32. ICT Integration: Integration is using ICT in teaching and learning, as part and parcel of the curriculum independent of time and place. This could be as a tool or as technology. if it is used to enhance the teaching and learning then it is integrated use Adjunct use is the use of Technology as an extra or addition tool in teaching and learning. It means that if technology is in isolation of the content then it is adjunct use. ICT USE

  33. Why Integration • Think individually why we should integrate. • Share it with your neighbor • The pair to share with the other pair on the table • Fill in the table understanding on why we should integrate

  34. Integration • It is important to use technology based on the four principles • enhancement, • retrieval, • reversal, • obsolescence. • Integration should allow for enriching, enhancing and maximizing learning.

  35. Thought How can integration of ICT in our educational leadership?

  36. TPCK

  37. What is Hardware Software

  38. Software /Hardware

  39. Identifying Affordance • 1. What is the affordance i.e. opportunities for learning • 2. What is facilitating the affordance or providing the opportunity. • 3. What is promoting the degree of affordance? • 4. What is the source of information?

  40. Activity While student are undertaking ICT based projects review affordance based on the above questions. Complete the table below

  41. Affordance

  42. Criteria of reviewing software

  43. Email • Collaboration and interaction. • Publishing of students work. • Interaction ( Blogs, Discussion forum, Mailing list)

  44. Spreadsheets • Collaboration and interaction. • Publishing of students work. • Interaction ( Blogs, Discussion forum, Mailing list)

  45. Word Processing • Collaboration and interaction. • Publishing of students work. • Interaction ( Blogs, Discussion forum, Mailing list)

  46. Web-based • Collaboration and interaction. • Publishing of students work. • Interaction ( Blogs, Discussion forum, Mailing list)

  47. Thank You The beginning

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