Welcome

1. Welcome to Technology Enabled Learning J.S Virdi HOD Physics, DPS R. K Puram

2. J.S Virdi HOD Physics, DPS R. K Puram

3. I hear, I forget,I see, I remember,I do, I understand J.S Virdi HOD Physics, DPS R. K Puram

4. WorkshopGoals • Why Technology Enabled Teaching and Learning of Physics • What are simulations, animations and videos • When simulations, animations and videos to be used • Technology based Assessment • Impact on students performance J.S Virdi HOD Physics, DPS R. K Puram

5. Why Technology Enabled Learning • Engage students in learning • They can be used to do “experiments” in the classrooms that are impossible otherwise • Encourage students to work in groups • Express their knowledge in multiple ways • Revise and evaluate their own work • Helps in Construct knowledge • Improve collaborating power of students J.S Virdi HOD Physics, DPS R. K Puram

6. Simulations & Learning of Physics • Makes learning enjoyable • Engaging students • Provide Unique Environment & enhance learning capability • Interactive and animated (simulate real equipment) • The Invisible is Visible • It is easy to change variables • Minimal Guidance • They can be used to do “experiments” in the classrooms that are impossible otherwise J.S Virdi HOD Physics, DPS R. K Puram

7. Identify learning styles of individuals • Aural learners – remember what they hear, • don’t take notes, talkative, prefer discussion and Q & A session. • Visual learner - remember what they see, takes notes, less talkative, prefer images , charts, videos & slides • Read and Write learner – Read books and prepare their own notes • Kinesthetic learner - learn by doing things, during the class sometimes restless, look opportunity to move around prefer practical exercise. J.S Virdi HOD Physics, DPS R. K Puram

8. Difficulties and problems faced in traditional classroom teaching Concentration span • Time consuming – writing and rubbing on board • At some time of the lesson you need to explain the 3D view of a body, which is not possible on 2D board • Drawing diagrams/figures takes too much time • Learning style of each student is different • Concentration span of students • Difficult to keep an eye contact with every student • Difficult to make yourself audible to all students • Students are unable to record the complete information delivered by the teacher. J.S Virdi HOD Physics, DPS R. K Puram

9. J.S Virdi HOD Physics, DPS R. K Puram

10. What evidence do you have that use of technology in the class room worked? • What evidence do you wish you collected? • How can you get this next time? J.S Virdi HOD Physics, DPS R. K Puram

11. TECHNOLOGY BASED ASSESSMENT • On the spot assessment: • Give Multiple Choice Question • In the simulation change parameter and ask about the expected result • On line assessment: • Give Multiple Choice Question and the score card • Offline assessment: J.S Virdi HOD Physics, DPS R. K Puram

12. Feedback received from students after using simulations in the classroom “I definitely not only enjoyed the simulations, but I'd go as far to say that the simulations taught me the most about the course because I could really visualize the inner workings of the physics processes that were going on.” “I thought the simulations were great. It helped me to gain intuition about the topic. This is especially useful in electrostatics where it is not normally possible to directly observe the field of a charge and its behavior.” J.S Virdi HOD Physics, DPS R. K Puram

13. It is the responsibility of teacher educators to ensure quality teacher education, which means up-dated and relevant teacher education programmes. To fulfil this responsibility teacher educators need to be involved in continuous professional development. Smith (2003) J.S Virdi HOD Physics, DPS R. K Puram

14. List of Useful Web links J.S Virdi HOD Physics, DPS R. K Puram

15. THANK YOU J. S VIRDI virdijas@hotmail.com 9810139761 J.S Virdi HOD Physics, DPS R. K Puram