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VIT presentation

VIT presentation

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  • 2.
      • 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
  • 3.
      • 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 )
  • 4.
      • 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
  • 5.
      • “ Teachers benefit from reflecting on questions associated with 21st century literacy demands”
  • 6.
      • Argyris and Schön (1978) and Schön (1983)
  • 7.
      • Gibbs’ (1988) model of action plan
  • 8.
      • Rolfe’s (2001) model
  • 9.
      • 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?
  • 10.
      • 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
  • 11.
      • 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)
  • 12.
      • 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
  • 13.
    • 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
  • 14.
      • 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
  • 15.
      • 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’
  • 16.
      • 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)
  • 17.
      • 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
  • 18. We will be glad to respond to your queries [email_address] [email_address]