KPT 6044 – PEMBELAJARAN BERASASKAN ELEKTRONIK DAN WEB PENSYARAH :- PROF MADYA DR ABD LATIF HJ GAPOR TUGASAN 4 DISEDIAKAN OLEH :- NOOR ZUBAIDAH BT. HJ ZAINOL ABIDIN (M20112001097) SARJANA (PEND) PENGURUSAN PERNIAGAAN
Assignment : 4Chapter : 12PREPARING FOR TOMORROW’S CHALLENGESQUESTION 1 :Describe how the ASSURE model supports 21 st century learning as describe in the NationalEducation Technology Plan.The ASSURE model is structured to help teachers achieve 21st century classrooms. Byfollowing the step-by-step ASSURE model, teachers receive the support and guidance todevelop, implement, evaluate, and revise lessons that integrate technology to increasestudent learning and prepare them for future careers. The ASSURE model directly supportsthe following learning goal in the National Education Technology Plan (NETP).The first step in the ASSURE model, Analyze learners, asks teachers to identify the needs ofall learners to better ensure that they have the resources and individualized support toparticipate in learning experiences. The next four step help teachers to strategically plantechnology integration lessons. 2. State standards and objectives 3. Select strategies, technology, media and materials 4. Utilize technology, media, and materials 5. Require learner participationThese steps guide teachers in strategically planning and implementing learning experiencesthe align with key strategies in the NETP goal - engaging and empowering activities thatencourage active, creative and knowledgeable interaction.The final ASSURE model step, Evaluate and revise, involves assessment of both studentprogress and the instructional process to determine what worked well and what needs to berevised before implementing the lesson again. Application of the ASSURE model enables21st century teachers to continually engage students in activities that increase 21 st centuryknowledge and skills and better prepare them for successful careers.
QUESTION 2 :Discuss the characteristics of a 21st century teacher who is technologically competent,information literate, and committed to professional growth and engagement.The role of a teacher will always include the foundational responsibility of enabling studentsto learn. However, differences have been seen over time in how teachers accomplish thisgoal. The role of the 21st century teacher still is to improve student learning, but requires theteacher to have broader capabilities than content knowledge, the ability to use pedagogy inthe classroom, and basic computer skills. They also need to be technologically competentand information-literature. 1) Technological Competence Teachers in the 21st century need to go beyond computer literacy to attain technology competence. This means not only knowing the basics of computer literacy, but more importantly, how and when to use technology to enhance student learning. 2) Information Literacy Teachers in the 21st century require a high degree of capability with regard to information literacy. To prepare for a class, teachers need to locate materials from variety of online sources and ensure the material is accurate, appropriate, easily accessible, and useable according to copyright guideline. Teachers should model information literacy skills : • Accessing information • Verifying data • Appropriately acknowledging information • Following copyright regulations To keep students and parents informed of learning expectations and activities and regularly communicate with parents through email and discussion boards, 21 st century teachers should develop and maintain a classroom website. They also need to exemplify a willingness to explore and discover new technological capabilities that enhance and expand learning experiences. This involves an openness to learns from and ask students for their thoughts about applying innovative technologies to examine and solve real-world problems-thus better preparing students to demonstrate these abilities in their future careers. Teachers should also regularly participate in opportunities to increase their experience in using technology and media for learning.
3) Technology-Focused Professional Development As with any profession, long term and consistent professional development is necessary for teachers to maintain proficiency and to have a positive impact on student learning. The same is true for teachers professional development focused on effective use of technology, which consists of six components i) Preservice technology training aligned to inservice expectations. ii) Modelling of technology use by trainers and experienced teachers. iii) Communities of practice. iv) Professional engagement v) School and district leadership in (and modeling of) technology use. vi) Online learning (both the type and topic of professional development) The National Educational Technology Standards for Teachers (NETS-T) describe classroom practice, lesson development, and professional expectations for 21 st century teachers. The content and activities of technology-focused professional development (PD) should address the NETS through face-to-face or virtual sessions in following modalities : • District or school-provided inservice vendor sessions • Workshops or webinars at educational conferences • Graduate coursework Virtual PD also includes teacher communities of practice, in which teachers with common interests share best practice, solution and often join advocacy initiatives. NETS-T 1 : Facilitate and inspire student learning and creativity NETS-T 2 : Design and develop digital-age learning experiences and assessments NETS-T 3 : Model Digital-Age work and learning NETS-T 4 : Promote and model digital citizenship and responsibility. NETS-T 5 : Engage in professional growth and leadership.4) Professional Engagement The 21st century is an exciting time for teachers as the opportunities to expand teaching and learning are becoming more and more pervasive in formal and informal education each year. Associated with this growth are the increasing numbers of professional organizations that support educators interested in application of technology and media to improve learning.
QUESTION 3 :List ways that 21st century environments use technology for inclusion, to connect schoolsand homes, and to offer the choice of online education.Going beyond the traditional classroom, which is dependent on the teachers and textbooksas the primary sources of information, 21 st century learning environments expand into“global” classroom that use technology for inclusion, connecting schools and homes, andoffering the choice of online education.Technology For InclusionIn the midst of increased technology access in today’s schools, there are still underservedstudents who experience “digital exclusion” due to disparities in socioeconomic status,ethnicity, geographic location, gender, primary language and disabilities (Pew Internet &American Life Project, 2007). In particular, low-income and minority learners, Englishlanguage learners and learners with disabilities tend to have less access and use oftechnology in school (US DOE, 2010). An ISTE report (Davis, Fuller, Jackson, Pittman &Sweet, 2007) recommends five strategies to address “Digital equity” challenges : i) Legitimize the significant role culture plays in students educational experience. ii) Continue to challenge perceptions about the role of technology in education. iii) Encourage others to recognize the critical link between technology professional development and classroom practice. iv) Create opportunities for students to access technology outside of the classroom. v) Continue to seek funding for technology in spite of challengesTechnology Connects Schools And Homes As computers become increasingly popular in today’s homes, teaches have greateropportunities to communicate with students and parents. Many teachers maintain classwebsites that contain teacher contact information, calendars, assignments sheets, parentnotices, links to internet resources and social networking tools to encourages ongoingcommunication. Class websites are often supported by a school or district server or by oneof the free or inexpensive web hosting services, such as Wikispaces for educators. Common links on teacher websites include basic skills practice, onlinedemonstrations, or content-specific reference information. The internet also offers studentshelp their work. Another useful site, Infoplease Homework Center, provides students access toresources categorized by subject area and skills (writing, research, speaking, listening,studying). The site also has links to searchable references (almanacs, atlas, dictionary,encyclopedia, and biographies), tools (conversion calculator, distance calculator), practicetools (math flashcards, spelling bee), links to current events by year.
With this increased communication between school and home, it is possible tolengthen the time devoted to learning. Technology permits teachers to send homework andassignments over network to homes. Parents, students and teachers are able to interactabout the assignments. Students can access their personal data files from home and alsoconnect to instructional materials housed on the school’s computer. However, as mentioned,teachers who assign technology based homework need to assist underserved students infinding alternative ways of accessing digital resources to ensure equitable learningopportunities.The Choice Of Online Education.According to the 2010 International Association for K-12 Online Learning (iNACOL) “FastFacts about Online Learning” report, there has been explosive growth of online learningopportunities in PK-12 environments. Specifically in 2000, there was approximately 50,000students enrolled in K-12 online education as compared to 320,000 in 2009 (iNACOL, 2010).Florida Virtual School (FLVS) has growth from being the first state-run Internet-based highschool in 1997 to a nationally recognized e-learning model with over 71,000 studentsenrolled globally in 2009. FLVS reaches beyond Florida by providing customized e-learningsolution for schools in approximately 40 countries. FLVS is the only public school whosestates funding is tied directly to student performance. FLVS offers online students multipleresources such as a virtual library, information sessions, student clubs, Facebook updates,and a tour of an online course for new users. Typically, statewide programs are free of costto residents and often target students in rural, high-poverty or low-performing school. Online course are often provided on school campuses as a way for students to haveaccess to computers with high speed internet access. Scholarships and computer donationprograms assist students from low-income families who need to complete online courses athomes. Students of tomorrow will have multiple distance education opportunities becauseonline learning bridges the gap of distances, poverty and limited course offerings in smallschools. However, Watson (2005) cautions educators to carefully examine their distanceeducation programs to ensure that the benefits match those of public schools, especiallywith regard to ensuring equitable access to all students. States must recognize and supportdistance education initiatives with policies and funding if future programs are to besustainable and of high quality. Overall 21st century learning environments provide new opportunities for the teachersto expand student learning opportunities by creating “global classroom”. They also usetechnology and media to address the diverse needs of students to improve communicationwith students and parents, and to explore online learning options to better meet theindividual learning requirements of students.
References :Instructional Technology And Media For Learning, Pearson 10th Edition, Sharon E.Smaldino,Deborah L.Lowther, James D.Russell