信息技术与教学法整合

1. 信息技术与教学法整合

2. 会议背景 • 2005年11月14日—18日，北京师范大学 • 联合国教科文组织亚太教育局信息技术与教学法整合的教师培训者国家级培训 • National Training Programme forTeacher Educators on ICT-Pedagogy Integration

3. 主题报告（14日） • Padoongchart博士： • 《培训项目背景介绍》 • 《信息技术与教学法整合培训课程框架》 • 祝智庭博士： • 《信息技术与教学法整合能力标准解读》

4. 主题报告（15日） • Ng Wai-Kong博士： • 《通过信息技术与教学法的整合提高 教学质量、促进学习效果》 • 《多模式信息技术应用课例展示与分析》 • 《教学录像分析技术基础》 • 《交互式多媒体展示文稿制作》

5. 主题报告（16日） • 苗逢春博士： • 《信息技术与教学法的整合：培训模块 框架解析、培训方式建议及相关案例》 • 《利用信息技术促进学生高水平思维的 理论与案例》 • 《信息技术与教学法整合的参与式教学 设计》

6. 主题报告（17日） • 周南照博士： • 《UNESCO关于信息技术与教学法整合的 地区指导纲要及在中国推广的建议》 • 黄荣怀博士： • 《基于中国国家教育技术标准的培训课程 开发及北师大的经验》

7. 主题报告（18日） • 周虹女士： • 《Intel中国公司相关教师培训活动》 • 李靖国先生： • 《微软中国公司相关教师培训活动》

8. Model of ICT Development in Education Transforming Infusing Applying Pedagogy Emerging Technology Stages of ICT development

9. Mapping the Model Creating innovative learning environments Specializing in the use of ICT Transforming Understanding how and when to use ICT Facilitating learning Infusing Enhancing traditional teaching Learning how to use ICT Applying Supporting work performance Becoming aware of ICT Emerging (a) Stages of ICT usage (b) Pedagogical Usages of ICT

10. Close relationship of curriculum reforms in basic education and teacher education. School Courses Curriculum for all other Courses & Subjects Programs Curriculum for Teacher Development in Pedagogy-Technology Integration Use of ICT Curriculum for Pre-service Teacher Education and In-service Teacher Training Curriculum for Basic Education

11. Structure of the ICT-pedagogy integration curriculum The curriculum is divided into 5 broad modules as below.

15. Pedagogy ability Pedagogy (ability) ICT-Pedagogy Integration Trans formation Infusing Applying Emerging ICT Usage ICT-Pedagogy Integration Module E Modular Content of Pedagogy: Introduction; Projects/ problems; Resources Pedagogy Knowledge, ideas, beliefs & values Pedagogical Skills, esp. Instructional Design Adaptation to content Embedded Pedagogy： Contextual Knowledge; Skills; --Hands-on practice Fitting to learners Adaptation to local context Module D Module C Module B Module A ICT Usage

16. 2-Dimension Category of Pedagogy Inquiry Group/ Community Individual Receiving

17. ICT-Pedagogy Integration How to Use ICT to Facilitate： Expository-based Learning Inquiry-based Learning Individual Learning Cooperative Learning

18. What Instructional Design Principlesto consider for better instruction? The best instruction is that which is: • Effective– facilitates learners’ acquisition of the prescribed knowledge, skills and attitudes • Efficient– requires the least possible amount of time and effort necessary for learners to achieve the objective • Appealing– motivates and interests learners, encourages them to persevere in the learning task and to seek knowledge beyond what is presented/prescribed • Enduring – encoded in long-term memory, accessible and applicable in the future

19. Reasons for integrated pedagogy • All pedagogy or approaches or methods in instruction need careful choice of many components / materials that fit the topical needs of the curriculum • Chemical interaction can best be viewed with better laboratory experiences / simulations / graphical displays • Most often ICT is involved and is integrated

20. Proficiency (Basic competency; Select / use ICT; Diffusion of proficiency) How integrate ICT? (Drill & Practice – Mastery; Select / Use encourage independent learning) How ICT involves higher order learning? (Minimal – some – most?) How teacher collaborate with other teachers in ICT use? (Low – some –most times?) Proficiency (Basic competency; Select / use; transmit and encouraging others How use ICT in learning? (Mainly repetitive / mastery; as resource and synthesis for subsequent transmittal) How ICT involve higher order learning? (Minimal – culture of sharing / exchanging ideas / experiences / skills; creating “new knowledge” Aspects of ICT integration in the classroom Teachers’ perspective Students’ perspective

21. From “expert” to “facilitator” Single source to multiple sources Teaching as a “living science” Strategies suitable to cognitive load of materials From passive receiver to active knowledge builder Enrich with variety Learning is authentic Assignments are varied and collaborative; group and individual responsibilities Aims of Pedagogy-Technology Teachers’ perspective Students’ perspective

22. ICT-Pedagogy Single & Multi-modal Approaches

23. Some Terminologies • Modal – refers to modality or “channels” of communication or transmission; also refers to a “mode” of interaction / instruction • Mono-modal instruction e.g., a classroom instruction with almost all transactions monopolized by the teacher. • Multi-modal learning and instruction – learning from “many” channels or sources; and involving more learning events and approaches • Multiple media – using many “media” channels for learning and these may not be integrated through a CPU or computer (compare: Multimedia)

24. View a Videotaped Lesson • Refer to Figure 2 and view the video tape of a 6th Form (Year 12) Biology Class on Genetics • See that the lesson follows a linear development sequence with episodes that represent the concepts being developed • Does not the lesson implementation follow the traditional anatomy of instruction (see page 7)?

25. Practice 2 • After viewing Video One and looking at Figure 2, what are your impression about the lesson? (refer to page 13)

26. Lesson Chronology Analysis • The aforesaid lesson chronology is a useful device to look at lesson and to interpret the embedded ICT-Pedagogy integrated or otherwise into it. • We can also represent the lesson just viewed in a Visual Shorthand manner

27. Introduction/ set induction Previous lesson concepts Concept 1 Review and practice Concept 2 Summary & Review Conclusion / follow up                Key Black board  Teacher-centered  CD-ROM materials  Students practice with contents  PowerPoint presentation with teacher elaboration Visual Shorthand of Lesson Chronology Analysis Fig. 3: Teacher-ICT-led instruction using minimal pedagogical strategies

28. Practice 3 • Does Figure 3 just seen (and in page 14) looks similar to the events as appearing in Figure 2 (pages 11 and 12)? • We can also now illustrate some other modes of instructional sequences as seen here

29. Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Pedagogy Content Knowledge integrated approach

30. Teacher’s introduction with aid of Video Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach

31. Making informed decision to let CD-ROM “teach” Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach

32. Reinforcement of concept 1 through Video Clips Students directed to sit for “evaluation” with LMS Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds

33. Teacher teaches with web-linked materials Students work collaboratively with real examples Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach

34. Teacher directs students to practice with review materials in earlier web-based concept 2 Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach

35. Based on teacher’s examples students assigned to prepare folio with of similar materials from multiple sources Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach

36. Key  Teacher-centered  Teacher teach with web-linked materials  View video clips  Collaborative work with real examples  CD-ROM materials  Students preparing folio materials  Q & S from the LMS  Inquiry sessions with scaffolds Pedagogy with ICT Integration Introduction/ set induction Concept 1 Review and practice Concept 2 Review and practice Review & Conclusion             Pedagogy Content Knowledge integrated approach How does the teacher get to this stage?

37. 教育改革 专业发展 技术 教师 学生 内容 世界变化 学习科学 UNESCO AP Teachers’ Competency Standards for Technology-Pedagogy Integration (TPI)

38. Four Dimensions of TPI standards标准的四个维度 A. 理解与操纵技术 B. 理解与加工课程资源 C. 理解与促进学习 D. 理解与支持专业实践

39. A-维度：理解与操纵技术 a1.理解ICT的概念及其对社会和整个世界的影响 a2.理解教育中有多种技术存在并且各有其用 a3.能够操作适用于教育的技术工具(效能工具, 问题解决工具，通讯工具, 研究工具); a4.能够以合乎法制、伦理道德和安全的方式使用技术资源.

40. B-维度：理解与促进学习 b1.理解技术扩展了学习的维度 (时态, 空间, 互动性, …)并允许师生关系发生显著变化; b2.理解学习风格的多样性以及利用技术适应学生个人需求的潜力; b3.能够设计有效的学习经历和利用技术创建丰富的学习环境; b4.应用技术支持的策略来实施学生学习过程的有效管理.

41. C-维度：理解与加工课程资源 c1.理解利用技术可以实现课程知识的多种表示并可获得广泛的信息资源； c2.理解在全球化情况下本土/本地知识与全球知识对接的重要性; c3.能够设计技术增强的课程知识表示与表现以及按教学需要重组学习资源; c4.能够利用技术工具获取和加工学习资源以及为教育目的而合理利用资源;

42. D-维度：理解并致力于专业实践 d1.理解信息时代教育专业发展的重要性及基本要求; d2.理解信息技术在支持专业/个人发展方面的作用; d3.能够利用技术改进专业技能及工作效能; d4. 能够利用技术支持在学习社区/社会社区中的互动.

43. 问题反思 • 目前我国信息技术与教学法整合的客观难处在哪里？ • 信息技术、信息技术与课程整合的区分？ • 整合过程中学习方式应用的误解？（发现式、基于问题的学习、个体学习、小组学习） • 教学案例设计的重要性？

44. 谢 谢！