INTERGRATING ICT IN EDUCATIONTHEMES

Integration, Planning and Implementation, Resource Management, Influencing Factors.

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

Presentation outlineDiscussionsTasks

ReviewsHands onIndividual and Collaborative

Reflection Demonstration

ICT INTEGRATION IN EDUCATION

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.

ICT AUDIT

Personal InformationQualification: Academic and Professional Basic computers proficiency

Exploration of Own Experiences:Task 1

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.

Some Guiding Questions

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?

Analysis of Experiences:Task 2

Analyze and Share:a) Good Experiences of Learningb) Not so Good Experiences of Learning.c) Good Experiences of Teaching d) Not so Good Experiences of Teaching.

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.

WHAT INFLUENCES LEARNING

What the learner already knows – prior knowledge

Learner’s interest – motivation

Prior knowledge:A Determinant of WHAT further learning can occur

Three Way Relationship

Phenomenon

Everyday KnowledgeEveryday, 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 thinkingDevelopment and vandalized by learning communities Learning through explicit teaching (not these to be discovered)

Learning

Influences the PROCESS whereby learning occurs.

Motivation: Learning styles and Multiple Intelligences.

Ausubel “rote learning set/meaningful learning set” central

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.

Meaningful Learning

New Learning

meaningful rote

existing

knowledge

new

learning

new

learning

existing

knowledge

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

Learning Theories

Conceptual Change

Constructivism

Meta-cognition

Information Processing

Conceptual Change

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 in Classroom Teaching

· Reveal student preconceptions · Discuss and evaluate preconceptions · Create conceptual conflict with those preconceptions · Encourage and guide conceptual restructuring · Reveal Student Preconceptions

Constructivism

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 in Classroom Teaching

· 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 (Cont..)

· 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.

Meta-Cognition

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 in Classroom Teaching

· 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.

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

Information Processing in Classroom Teaching

1. Gain the students' attention.2. Bring to mind relevant prior learning. 3. Point out important information.4. Present information in an organized manner5. 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.

Pedagogical Leadership with ICT

Three types of Learning theories that have impacted teaching and learning with ICT.

Tutor, Tutee and Tool.Computer as tutorComputer as Tutee.Computer as Tool.

Closure of the Session:Task 3

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

ICT

What is ICT?What is Adjunct Use and

Integrated Use of ICT in Education?

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)

Integrated/Adjunct use

Discuss per table as indicated the terminologies as used in ICT

Presentation

Integration Adjunct

ICT USE

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.

Why Integration

Think individually why we should integrate.

Share it with your neighbor The pair to share with the other

pair on the tableFill in the table understanding on

why we should integrate

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.

Thought

How can integration of ICT in our educational leadership?

TPCK

What is

Software /HardwareActivity Hardware/software

Data collection Data loggers, CBLa, video capture device Image collection Digital camera, digital microscope, video capture device, QuickCam, scanner

Data analysis Spreadsheet, statistics packages, mathematics software, e.g. Derive, purpose written code—self written or provided

Presentation Word processor, printer, presentation software, e.g. PowerPoint, Flash; web authoring tools, e.g. FrontPage

Information retrieval World Wide Web, electronic encyclopedias

Communication E-mail, chat rooms, discussion boards

Concept development Models:

pre-programmed simulations; student-created dynamic model using modeling environment, e.g. ‘physics demonstrations’, ‘Java applets on dynamics’, ‘interactive physics’. Student-created simulations using programming environment (can be done with Micro Worlds, Flash

And Excel). The former more concrete, the latter mathematical.

Mastering course work Tutorial software, drill and practice software

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?

Activity

Affordance for

students

Elements that

provide affordance

Elements that may

increase degree of

Affordance

Elements that provide

information about

affordance

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

AffordanceAffordance for

studentsProvided by Factors that may

increase degree ofaffordance

Elements that provideinformation about

affordance

Selecting material fora particular purpose

oraudience

Local databasesand search facilities

Prompts from teacherand other students tothink about the

audienceand the purpose

Teacher

Specific websites WWW and search

engines

Worksheet-based tasks

Worksheets

Organizing and reorganizing material for

particular purposes

Multimedia editingsoftware

Prompts from teacherand other students tothink about the

audienceand the purposeWorksheet-based

tasks

Criteria of reviewing software

Software titleAge rangeCurriculum area

Format

Does it need peripheral devices

Does it need special training

Is it for children or teachers to use

Title and the CompanyIs it for specific ages and linked to

Curriculum or for wider useIs it for a particular subject or can it be

used for many different curriculum areas.

Floppy, CD-ROMS, network, internet or Zip drive?

Microphone, sensor, printer or special drive

Handbook, manual or apprenticeship with an expert.

Teachers-Projector, large screen, Interactive white board

Children-Individualized

Email

Collaboration and interaction.Publishing of students work.Interaction ( Blogs, Discussion forum,

Mailing list)

Spreadsheets

Collaboration and interaction.Publishing of students work.Interaction ( Blogs, Discussion forum,

Mailing list)

Word Processing

Collaboration and interaction.Publishing of students work.Interaction ( Blogs, Discussion forum,

Mailing list)

Web-based

Collaboration and interaction.Publishing of students work.Interaction ( Blogs, Discussion forum,

Mailing list)

The beginning