Presentation for Graduates Harrietville 2008

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Presentation for Graduate teachers on using ICT in the classroom.

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Presentation for Graduates Harrietville 2008

  1. 1. Quality Teaching & Learning with ICT Glenn McMahon – Sandhurst Catholic Education Office
  2. 2. A Context of ICT in Education
  3. 3. <ul><li>Victorian Essential Learning Standards </li></ul><ul><li>Information and communications technology (ICT) is the hardware and software that enables data to be digitally processed, stored and communicated. </li></ul><ul><li>ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. </li></ul><ul><li>ICT, an interdisciplinary domain, focuses on providing students with the tools to transform their learning and to enrich their learning environment. </li></ul>ICT and Curriculum
  4. 4. ICT and Curriculum <ul><li>The knowledge, skills and behaviours identified enable students to: </li></ul><ul><li>develop new thinking and learning skills that produce creative and innovative insights </li></ul><ul><li>develop more productive ways of working and solving problems individually and collaboratively </li></ul><ul><li>create information products that demonstrate their understanding of concepts, issues, relationships and processes </li></ul><ul><li>express themselves in contemporary and socially relevant ways </li></ul><ul><li>communicate locally and globally to solve problems and to share knowledge </li></ul><ul><li>understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT. </li></ul>
  5. 5. ICT and Curriculum <ul><li>Victorian Essential Learning Standards </li></ul><ul><li>Information and Communications Technology domain are organised in three dimensions. </li></ul><ul><li>ICT for visualising thinking </li></ul><ul><li>ICT for creating </li></ul><ul><li>ICT for communicating </li></ul>
  6. 6. The Digital Native Uses: Communication Creating: Visualising Thinking
  7. 7. Just a thought…… <ul><li>When we teach students to read, write, spell, count, add, subtract etc as educators we start with what the students know and can do. </li></ul><ul><li>We engage and challenge students by finding their strengths and building upon them. </li></ul>
  8. 8. Being Digital Survey – Monash University <ul><li>2006 Survey of Australian 15-16 year olds </li></ul><ul><li>Access to digital technologies </li></ul><ul><li>School access : 98.5% of 15-16 year olds use a computer at school. </li></ul><ul><li>Diverse range of technologies : As well as computer and internet access, 91% have a mobile phone, 83% have a games console. 70% have an MP3 player, </li></ul><ul><li>The nature of computer use </li></ul><ul><li>Computer use more regular at home : 44% of young people use a computer every day at home; 12% use a computer every day at school. </li></ul>
  9. 9. Being Digital Survey – Monash University <ul><li>2006 Survey of Australian 15-16 year olds </li></ul><ul><li>Learning and literacy </li></ul><ul><li>May not have received lessons : 56% of young people say they have received no instruction on using the internet as a reliable source of information. </li></ul><ul><li>Learn internet skills themselves : 61% say they have learned a lot about the internet and the Web on their own. 19% say they learned a lot about the internet at school 11% say a lot from friends </li></ul><ul><li>Computer tasks : 56% say they use a computer weekly for writing tasks; 50% say they use a computer for finding information. </li></ul>
  10. 10. National Sample Assessment of information and communication technology literacy – ACER 2007 <ul><li>2007 Survey of 7500 Grade 6 & Year 10 Students </li></ul><ul><li>Students were tested on broad It and software knowledge </li></ul><ul><li>Victorian Year 10 students ranked highest across the states. </li></ul><ul><li>Victorian Grade 6 students ranked 2 nd behind the ACT. </li></ul><ul><li>However: </li></ul><ul><li>Only 66.5% of Year 10 students met the IT proficiency benchmarks. </li></ul><ul><li>Only 57.9% of Grade 6 students met the benchmarks. </li></ul><ul><li>The reality is that: </li></ul><ul><li>“ Students are adept at using the basic elements of information technology but need more knowledge and skill in applications that involve creating, analysing or transferring information.” – Dr John Ainley (ACER) </li></ul>
  11. 11. So, how are we going? <ul><li>Remember the VELS statements from earlier </li></ul><ul><li>ICT can be used to access, process, manage and present information; model and control events; construct new understanding; and communicate with others. </li></ul><ul><li>ICT, an interdisciplinary domain , focuses on providing students with the tools to transform their learning and to enrich their learning environment. </li></ul><ul><li>develop new thinking and learning skills that produce creative and innovative insights </li></ul><ul><li>develop more productive ways of working and solving problems individually and collaboratively </li></ul><ul><li>create information products that demonstrate their understanding of concepts, issues, relationships and processes </li></ul><ul><li>express themselves in contemporary and socially relevant ways </li></ul><ul><li>communicate locally and globally to solve problems and to share knowledge </li></ul><ul><li>understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT. </li></ul>
  12. 12. So, how are we going? <ul><li>Remember the VELS statements from earlier </li></ul><ul><li>ICT can be used to access , process , manage and present information; model and control events; construct new understanding; and communicate with others. </li></ul><ul><li>ICT, an interdisciplinary domain , focuses on providing students with the tools to transform their learning and to enrich their learning environment . </li></ul><ul><li>develop new thinking and learning skills that produce creative and innovative insights </li></ul><ul><li>develop more productive ways of working and solving problems individually and collaboratively </li></ul><ul><li>create information products that demonstrate their understanding of concepts, issues, relationships and processes </li></ul><ul><li>express themselves in contemporary and socially relevant ways </li></ul><ul><li>communicate locally and globally to solve problems and to share knowledge </li></ul><ul><li>understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT. </li></ul>
  13. 13. Something to ponder…… <ul><li>To be a teacher you need to first be a prophet ..... You are preparing children for their future, 10, 20, 50 years out. - G Brown </li></ul><ul><li>Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. - Michael Furdyk </li></ul><ul><li>Learners learn in the context of their lives. - Peter Senge </li></ul>Quotes from Australian Council of Educational Leadership Conference, Sydney, October 2007 “New Imagery for Schools and Schooling: Challenging, Creating and Connecting”
  14. 14. What can you use in the classroom?
  15. 15. Use of Web 2.0 Tools <ul><li>Web 2.0 is a trend in the use of World Wide Web technology and web design that aims to facilitate creativity , information sharing , and, most notably, collaboration among users . </li></ul>
  16. 16. Video <ul><li>Teacher Tube - www.teachertube.co m </li></ul><ul><li>Atomic Learning - movies.atomiclearning.com/k12/home </li></ul>
  17. 17. images <ul><li>Flickr - www.flickr.com </li></ul><ul><li>Photobucket - www.photobucket.com.au </li></ul><ul><li>Rock You - www.rockyou.com </li></ul>
  18. 18. Audio / Podcasting <ul><li>Audacity - audacity.sourceforge.net </li></ul><ul><li>VoiceThread - www.voicethread.com </li></ul><ul><li>iTunes - www.apple.com/itunes </li></ul><ul><li>Podbean - www.podbean.com </li></ul>
  19. 19. social bookmarking <ul><li>Del.icio.us - www.del.icio.us </li></ul><ul><li>Digg - www.digg.com </li></ul><ul><li>Diigo - www.diigo.com </li></ul>
  20. 20. Collaborative Spaces <ul><li>My Clasess - www.yourdomain.sand.catholic.edu.au.myinternet </li></ul><ul><li>Wikis - www.wikipedia.com - www.wikispaces.com - www.pbwiki.com/education.wiki </li></ul><ul><li>Ning - www.ning.com </li></ul>
  21. 21. Blogs <ul><li>Blogspot - www.blogspot.com </li></ul><ul><li>Global Student - www.globalstudent.org.au </li></ul><ul><li>Edublogs - www.edublogs.org </li></ul>
  22. 22. RSS <ul><li>(Really Simple Syndication) </li></ul><ul><li>PageFlakes - www.pageflakes.com </li></ul><ul><li>iGoogle - www.google.com.au/ig </li></ul>
  23. 23. Applications <ul><li>Google Maps - www.maps.google.com.au </li></ul><ul><li>Google Docs - www.google.com.au </li></ul><ul><li>Slide sharing - www.slideshare.net - ww.bubbleshare.com </li></ul>
  24. 24. so why use it? <ul><li>Allows collaborative, authentic, transformative learning. </li></ul><ul><li>Caters for all types of learning styles. </li></ul><ul><li>21st century skills. </li></ul><ul><li>Can be student directed. </li></ul><ul><li>Covers all aspects of VELS. </li></ul><ul><li>Another way for students to express themselves. </li></ul><ul><li>Students can collect evidence of their learning. </li></ul><ul><li>Teachers can collate evidence for reporting and assesssment. </li></ul><ul><li>Allows for learning to continue beyond the 4 walls of the classroom and the hours of the school day. </li></ul><ul><li>We should be generating good teaching and learning to enable our students to have success in an increasingly digital world. </li></ul>
  25. 25. A child’s resPonse

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