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Four years down the line: Experiences beyond Intel Teach to the Future (ITTF)

Four years down the line: Experiences beyond Intel Teach to the Future (ITTF). Mary Reynolds St Stithians Boys’ College Paper presented to the Intel Conference, Bloemfontein, July 2007. Introduction. Context: Independent boys’ high school Very good ICT infrastructure 2003 in-house course

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Four years down the line: Experiences beyond Intel Teach to the Future (ITTF)

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  1. Four years down the line: Experiences beyond Intel Teach to the Future (ITTF) Mary Reynolds St Stithians Boys’ College Paper presented to the Intel Conference, Bloemfontein, July 2007

  2. Introduction • Context: Independent boys’ high school • Very good ICT infrastructure • 2003 in-house course • 5 Intel-trained teacher’s remain • ITTF format → learning design

  3. How has this happened? • New curriculum (GETC → FET) • Resource-based learning (electronic & print) • Help with learning design • ITTF format: • Emphasis on outcomes • Question-based approach • Self-evident & intuitive

  4. How do we use ITTF? • Saved as word doc c.f. form • Acknowledging its origin • Focus on essential questions → unit questions • Encourages creative approach

  5. How does it work? • Essential question-based approach • Avoids copy-&-paste • Avoids plagiarism • Emphasises learning process • Provides the learner with: • Active role • Personalised learning • Process is scaffolded • Content is still covered

  6. What does it depend on? • Good imagination • ‘Real world’ situation (adult/child view?) • Multi-media adds value • Effective resourcing • Core collection Afro-centric • Detailed indexing → easy access • Global Resource Centre links • Collaboration with colleagues • Co-design and co-teaching

  7. What do the units look like?

  8. What have we learned? • ITTF easy to use and adaptable • Focus on learner & learning process • Designing to avoid plagiarism

  9. Where are the teachers now? • 3 collaborators → ‘pedagogical inventors’ (Sandholz, Ringstaff & Dwyer 1991) • → informal collaboration • Need to support learning process at system level • Learning management system • Flexibility in ‘grammar of schooling’ (Tyack & Tobin: 1994) • Emphysema unit example

  10. How have we used ICTs? • Firstly to encourage ICT use • → Rethinking curriculum • Integration of: • Information skills • Thinking skills • 21st Century skills • → improved learning design • Focus: ICTs → pedagogy

  11. How have we used ICTs? • OPAC database • Internet (sometimes unsupported) • Combes research • Access problems • Plan for power failures • → Solutions: • LMS • Mobile technology • Overall support for curriculum

  12. Conclusion • Community of practice • Resourcing curriculum • Scaling up from ITTF • → Improved curriculum delivery • → Teacher professionalism

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