ICT IN THE 21ST CENTURY CLASSROOMWORKSHOP 10

6/12/2011

AGENDA

10:00 – 10:05AM WELCOME

10:05 -10: 10 AM

WORDLE WARM UP

10: 10 - 11:45 AM ICT IN THE 21ST CENTURY CLASSROOM

11:45 - 12:00 PM PRAYER BREAK

12:00 – 1:15 PM WEB QUESTS

1:15- 1: 30 PM REFLECTION

“When you hear the word ‘science’ what key word comes to mind.....?”

Write your word on the strip of paper and place in bucket at front.

Randomly draw out participants words and enter them into website link below to create a science wordle:

http://www.wordle.net/create

WORDLE WARM UP (5-10MINS)

THE ROLE OF ICT IN THE CLASSROOM

To enhance teaching and learning.

To make and construct meaning to the real world, creating a life-long learner.

Requirement within the National Curriculum.

ENHANCING TEACHING AND LEARNING SHORT SURVEY (5-10mins)

Identify the areas that you apply aspects of ICT in your teaching practice. Is there anything that you do that is not included here?

Barriers for ICT integration;skills/ training, lack of time, maintaining currency, teacher attitude, resourcing/ access/ availability and technical issues. Anything else?

ENHANCING TEACHING AND LEARNING Provides an effective and

efficient tool for planning, learning experiences, assessment and communication.

Opportunities to engage both teacher and student in higher order thinking skills.

Supports students with learning needs; including literacy and numeracy development and the gifted and talented.

LIFE-LONG LEARNING“Learning is a process of making sense of the world around you and constructing knowledge, through the experiences you have, by relating your experience to what you already know, and through the guidance that teachers are able to offer you” (von Glasersfeld 1995).

The ICT rich classroom provides additional sources of knowledge and information which reduces the dependency of pupils upon the teacher.

Enquiry approach: students have the opportunity to take an more active role in constructing their own knowledge rather than a more traditional, passive role of receiving it.

Surgeons and Gaming?http://phet.colorado.edu/

ICT AND NPST Standard 6 – Apply ICT in managing student

learning. 6.1 – 6.6: Various skills and knowledge required

to support students with ICT needs and creating learning experiences that engage students to actively use ICT.

Developing learning strategies, assessment and evaluation to achieve learning goals.

ICT AND THE CURRICULUM“ICT is a powerful tool in science and in learning science. Used appropriately, it helps students to

develop better knowledge and skills and to make a successful transition to the world beyond school”

Qatar Science Standards, Education Institute

ACTIVITY (15mins)1. Choose a Science Strand from the National Curriculum.2. Select one standard and identify any opportunities for

ICT; either explicitly mentioned, ICT that you have used or any new opportunities.

3. In the ICT’s identified; What is the teachers role? What is the students role?

ICT IN SUBJECTS

Note the importance of having specific ICT subject to teach skills of ICT and the enhancement of subjects through using ICT

ICT FOR INSTRUCTION Software: programs (choosing the most suitable

and the skills to use). Equipment: data loggers, GPS, digital cameras,

probes (access to resources and the skills to use) Communication/ information: emails, websites,

podcasts, blogs, virtual classrooms, forums, wiki-spaces

Search Engines: choosing one that works for you. Websites: evaluating the usefulness and

suitability. Please refer to your handout for a range of useful websites.

ICT WORKSTATIONS Activity (20mins)

EXCELling with data– Plight of the Paper PlaneFollow instructions on worksheets providedOR

GO TEMP Probe

OR

Mousetrap Racer – Make and test Race car.

MORNING TEA/ SALAH 15 minutes to recharge batteries

14

WHAT IS WEBQUEST?KITES - http://imet.csus.edu/imet1/richardek/webquest/index.html

Pay attention to the website, answer these questions?What is WebQuset?What are the main parts of the WebQuest?

WEBQUESTS What is a webquest?

“An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.”

Bernie Dodge, San Diego University

Example – Kites (Grade 6)

Physical Processes – Grade 5 12.4, Grade 6 15.5

DEFINING WEBQUESTSElements of Webquest NOT a WebquestWeb-based Online Reports

Open-Ended Questions Questions with a predefined answer

Higher-Level Thinking Designed for teaching factual “recall” information

Student Centered /Teacher Facilitated

Teacher Directed

ADVANTAGES FOR USING WEQUESTS Engages and motivates students Online enquiry process supports student

centered learning Research is organised Caters for multiple learning levels A great alternative to the standard “research

paper” project Ensures that students are using reliable

websites to find their information Promotes life-long learning for 21st century

learners.

TWO TYPES OF WEB QUESTS

Short term – Designed to be completed in one to three class periods.

Longer term – Designed to take between one week and one month.

CONSIDERATIONS Picking a Starting Point – topic.

Don’t reinvent the wheel – there are 100’s of existing webquests, adapt one to your needs.

Link to the National Curriculum – standards and enquiry skills.

Utilise podcasts, photos, videos and the web as resources to support your quest.

Plan with enquiry in mind – it should provide students with opportunity to demonstrate deeper thinking skills not just lower level recall.

KEY ELEMENTS OF A WEBQUEST Introduction –

A concise paragraph or two that supplies students with background information and motivation for completing the project. Can include a question that ‘hooks’ students in.

Task - Provides a clear outline of what students need to do and the final product.

Process - Step by step strategies, supporting resources websites, videos, word

document etc

Conclusion - What should they have learned from the project? Evaluation - Rubric - grading criteria (see handout example)

EXPLORE A WEBQUEST Activity (45 mins) Choose a webquest from the following site:

Either choose a standard to link to a webquest or find a webquest then link to standards....

WEBQUEST Locaterhttp://www.gecdsb.on.ca/d&g/DP/locatorv.asp

Read through and analyse the structure and content of chosen webquest.

Adapt the webquest to suit your school/ classroom.

Biology: Is gene therapy worth it? http://klogallo.tripod.com/gthquest/template.

htm Physics:ROLLER COASTER PHYSICS http://www.glencoe.com/sec/science/webque

st/content/rollercoast.shtml Chemistry: Extra! Extra! Read all about

it...Organics Hit the Market! http://www.bellmoremerrick.k12.ny.us/webqu

est/science/chem.html Chemistry: THE CHEMISTRY OF

FIREWORKS http://www.glencoe.com/sec/science/webque

st/content/fireworks.shtml22

EXAMPLES OF WEBQUEST

REFLECTION POST IT (5-10mins) Write on 3 separate post it notes your

answers to the following questions; One new thing you learned over the day. 1 fact about ICT How might you use ICT with your class differently

after today?

POST your answers to the corresponding flip chart located around the room

OTHER CONSIDERATIONS You can design a Word or PowerPoint

webquest if online resources are limiting.

Websites for webquests: WebQuest Locater

Find Pre-Made WebQuests Teacher Tap

Locate and Evaluate WebQuests Rubistar Rubrics