ICT Use and Flow: AST presentation_(11_nov_2013)

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This was a presentation done on 11 Oct 2013 at the Science Center in SIngapore on the use of Csikszentmihalyi concept of Flow for designing a series of History lessons using ICT/Social Media to engage lessons.

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  • ChewEe
  • Chew Ee
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  • This is a hands-on for the staff to try out and to discuss.
  • This is a hands-on for the staff to try out and to discuss.
  • Chew ee
  • Chew Ee
  • ICT Use and Flow: AST presentation_(11_nov_2013)

    1. 1. Social Media/ICT to engage History Students: An Exploratory Design  Designing History ICT lessons using Flow design  Networked Learning Lloyd Yeo (St Gabriel’s Sec) Ezal (Fairfield Methodist Sec) Chew Ee (St Andrew’s Sec) Tee Koon (St Margaret’s Sec)
    2. 2. INTRODUCTION: PROBLEMS OF DESIGNING ICT LESSONS The tech-savvy who loves everything but your subject/ learning • • The digital native (Prensky, 2001) Teacher attitudes towards technology predict teacher and student technology use and instructional approach [p<0.05] (Palak & Walls, 2009) Technical or design of the ICT project? The ICT enviornment? Pedagogical use of ICT Pedagogic use of ICT: “3 important characteristics are good quality T&L in ICT are: autonomy, adaptability, creativity (Lowther et al.,2008)
    3. 3. What did we do? How we tackled the challenge How we wanted to expand on our thinking about the challenge (thus our sharing at the History LT/ ST network meeting) ST-LT Network as a platform and the notion of networked learning.
    4. 4. Networked Learning in retrospect Networked learning occurs when people from different schools in a network engage with each other to inquire into practice, innovate, exchange knowledge and learn together  Address a problem or interest  Reflect together by: Practitioner Knowledge: Practitioner experience and contextual knowledge Public knowledge: theory, knowledge & effective practice o Reflecting together on tt problem/interest o Relate theory, practice to experience o Develop ideas  Inquire into own practice through critical reflection  Learn from others through their experience and tap on their expertise/ strengths New knowledge and mindset created: Collaborative work and inquiry
    5. 5. What is it we did?
    6. 6. Methods & theory: Flow
    7. 7. BLOOM’S NEW TAXONOMY Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000
    8. 8. Part 1: Creating a closed and safe environment on social media: Teaching the content, exemplars and use of music www.animoto.com Toon-Do
    9. 9. Part 2: Task design Simple rubrics: historical accuracy + images + music choice + rationale Storyboarding Group work Caption/Words Person Image Role Location/ Who
    10. 10. Part 3: Show & Tell/ Feedback/ Class inquiry Weekly show and comments Understanding thought processes for the group
    11. 11. Findings/ Evidence • Students reported spending between 7-21 hours on the project to get the image and sync it to the music. This self-report is symptomatic of ‘flow’. Their group process and decision-making skills involved a ‘leader’ who ‘put things together or having a space /place large enough for them to work together for about 5-6 hrs Discussion The need for some assumptions to be re-evaluated when designing ICT enriched lessons: • Students need to be trained first. Also teachers. • CA and marks are important drivers/ motivators for performance tasks • Use of Flow [challenge and support protocols] for designing ICT lessons • The Medium is the message (McLuhan, 1964)
    12. 12. Limitations Small sample size (not really with a research design) Anecdotal evidence based on unstructured interviews Reliability and validity of tools to measure ‘flow’. (eg. Selfreport and beep test) How do you know what students find challenging/ enjoyable? References 1. Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. New York: Harper and row 2. Prensky, M. (2010) Digital natives, digital immigrants, On the Horizon, MCB University Press, 9,5. 3. Inan, F.A. & Lowther, D.L. (2010) Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology research & development, April ,58 (2), pp137-154. 4. McLuhan, M. (1964) Understanding the Media: The extension of Man. New York: Mentor 5. Palak, D., Walls, R.T., & Wells, J.G. (2006) Integration of Instruction Technology: A Device to Deliver Instruction or a Tool to Foster Learning. International Journal of Instructional Media
    13. 13. Think of an ICT activity you want or have and discuss
    14. 14. DESIGN PROTOCOL 1 Challenge  Was there complexity for the learner based on his/her skill level? How was this complexity bridged?  Were there clear goals and was it perceived as important by the learner? What was the main motivator for the learner?  Was there a clear goal for task in terms of developing a deeper understanding for a concept and/ or language task? (Eg. "Talking like a historian etc")  How was the opportunity to demonstrate one's performance done? How was recognition given for good work?
    15. 15. DESIGN PROTOCOL 2 Support  How does the task build positive teacher-student relations and positive relationships among group members?  How was timely and constructive feedback given?  What are the opportunities for the person and group to be active and interactive?
    16. 16. Beginnings and Development of Project as a network PK: Sharing on Flow at LT-BT History Subject Chapter meeting Literature review and technology availability New Knowledge: with LT-BT interest group: Analysis of other schools and introspective approach to project through joint presentation Student work/ Design Protocols/ Student ad-verbatim as basis for discussion Some thoughts: What was done which was different from typical practice? What made the project successful:? Individual and group level How were challenges overome?
    17. 17. The Next Step Where do we go from here? Ezal : Rubrics/ measurement tools Tee Koon: Narrative writing/ multiple lenses/ lens of journalist Joint platform/ paper presentation using ST-LT platform

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