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Vit presentation final

Vit presentation final



VIT presentation

VIT presentation



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    Vit presentation final Vit presentation final Presentation Transcript

        • Develop proficiency with the tools of technology
        • Build relationships with others to pose and solve problems collaboratively and cross-culturally
        • Design and share information for global communities to meet a variety of purposes
        • Manage, analyze, and synthesize multiple streams of simultaneous information
        • Create, critique, analyze, and evaluate multimedia texts
        • Attend to the ethical responsibilities required by these complex environments
      • (Retrieved from http://en.wikipedia.org/wiki/Reflective_practice )
        • We need to understand that the elements of the framework are interconnected
        • The key words that link CPD and web technology:
        • proficiency
        • Collaboration and cross-cultural connections
        • Designing and sharing information
        • Managing, analyzing and synthesizing
        • Creating, critiquing, analyzing
        • Ethical responsibility
        • “ Teachers benefit from reflecting on questions associated with 21st century literacy demands”
        • Argyris and Schön (1978) and Schön (1983)
        • Gibbs’ (1988) model of action plan
        • Rolfe’s (2001) model
        • Questions for reflection:
        • How do we use technology as a tool for communication, research, and creation of new works?
        • How do we evaluate and use digital tools and resources that match the work that we are doing?
        • How do we foster both independent and collaborative work?
        • Blogs: Weblogs or blogs, an extremely popular communication tool on the internet
        • What can it do?
        • Personalize web pages
        • Add and save data and links
        • Facilitate information
        • Relate to other mediating environment
        • Detect and evaluate sources
        • Collaborate with peers and synthesize information
        • Here are a few studies:
        • on informality of the language (Nardi et al. 2000)
        • on correctness (Baron 2008)
        • on interface of IM and SMS (Lenhart et al. 2007)
        • sociolinguistic repercussions of IM and SMS (Ling and Baron 2007; Thurlow and Brown 2000)
        • Using blogs for writing skills (Bhattacharya and Chauhan, 2009)
        • Using groups for (Bhattacharya and Chauhan, 2010)
        • Hypothesis: Blogs can develop collaborative process writing
        • Cognitive skills can be fostered
        • Independent decision making skills developed
        • ‘ Interdependence’ (collaboration on virtual space) lead to independence
        • Extrinsic motivational factors ‘triggered off’ intrinsic factors
        • Low resource classrooms not a deterrent
      • Web 2.0 supports collaborative learning
      • collaborative tools like Webex, Elluminate, dimdim etc
      • WizIQ Virtual Classroom is considered to be the best collaborative tool for Education.
      • helps teachers and learners to meet in real time set up over the internet
      • allows both to talk, chat , write on the whiteboard
      • Both can interact in an audio video format
      • Virtual Classroom as a Social Learning Media
        • WizIQ does support the reflective requirements of the NCTE Framework in an effective and scalable manner:
              • Teacher receives comments when s/he plans for a Class/Content/Test or a Course
              • Teacher gets feedback after the class and course
              • The teacher can review a recording to retrospect and better one’s performance
        • Digital tools can enhance reflective practice but how?
        • Information explosion in today’s world – needs cognitive discernibility
        • Information available is wide and not teacher-controlled – ‘reflection-on-action’
        • Promotes student-centred learning and autonomy (Holec 1981, Little 1991, Benson 2005)
        • Develops skills in collaborative learning (Dornyei 2001; Oxbrow 2000)
        • Raises awareness of the learning process and aspects of language use (Skehan 1989; Deci and Ryan 1985)
        • Mistaking the tool for the task
        • Pedagogic principles need to be adhered to – input, interaction, feedback, revision, re-drafting, critical thinking, sustained engagement
        • Curricular constraints can be overwhelming, but can be integrated within the curricular framework
    • We will be glad to respond to your queries [email_address] [email_address]