CULTURAL CHANGE NEEDED TO EXPLOIT ICT IN SCHOOLS
DR ALISON ELLIOTT, INFORMATION AGE 16/4/2004
This is an interesting article highlighting Dr Elliott’s frustration at perceived missed opportunities of Australian schools to comprehensively integrate ICT in the daily teaching regime of Australian school practices. The main point in this article for me was that there is no real reason for this not to happen. Although some schools have had early success in implementing ICT programmes in their schools as Ryde East- close to my home. It is the conservatism of the schools to look beyond and over older teaching methods by recognizing that students no longer learn in the same way that the 150 year old model suggests. Australian schools are well resourced and the teachers well trained. Dr Elliott argues that teaching should move more into the facilitation of learning rather than transmitters of knowledge, (although she does acknowledge that this will always be an element in the classroom teaching practice).Parents are now relying on the internet and web pages to communicate with the school about events and administrative matters; they are now expecting to be able to communicate on line to stay in touch with teachers with regards to their child’s schooling.
DIGITAL NATIVES AND DIGITAL IMMIGRANTS
MARC PRENSKY
As a digital immigrant I though it a valid point in comparing teaching the digital natives using old technology with teaching children who speak a foreign language in a language they do not understand. It would be pointless. Marc point quite rightly that teachers should study the next generation and see how they communicate and learn and style their methods of teaching or information gathering and dissemination to the student’s way of thinking. Involving the students in their learning and model methods in the classroom in order to present a subject in ways in which children gather other information. Eg the
Pokomon phenomenon is a good example. We need a total rethink on how teachers present their lessons in the classroom by using the tools and methods that digital natives use in their everyday life to network gossip and stay in tuned with the world around them. Then and only then can the education system seem relevant to the students and keep them interested and focused on learning..
Monday, June 4, 2007
Sunday, June 3, 2007
Wednesday, May 30, 2007
How to...
Uploading a BBC game.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
ICT material
Course outline and associated Texts
Important Notice
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
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