Using ICTs

653 views
624 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
653
On SlideShare
0
From Embeds
0
Number of Embeds
101
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Using ICTs

  1. 1. Issue: How should I use ICTs in my classroom? Does the “Google Generation” really know how to use technology creatively or should the teacher be guiding their learning and development by demonstrating creative uses of technology?
  2. 2. <ul><li>Facebook began in February 2004 </li></ul><ul><li>If Facebook was a country, it would be the third biggest country on earth with a population of over 400 million </li></ul><ul><li>However . . . </li></ul><ul><li>The average age of a Facebook user is 38.4 yrs. Only 11% of users are 17 yrs old or younger. </li></ul><ul><li>(Smith, 2010) </li></ul>
  3. 3. (Smith, 2010)
  4. 4. So what is the problem? <ul><li>There is an assumption that students today are “digital natives” and are comfortable with new technologies. </li></ul><ul><li>Every teacher seems to have different ideas about the usage of technology in the classroom. </li></ul><ul><li>It soon became apparent that an informed, personal vision for ICT usage is critical for my development as a teacher. </li></ul>
  5. 5. <ul><li>What happens if you just look at what others are doing? </li></ul><ul><li>Take the test for yourself below . . . . </li></ul>
  6. 6. Professional Standards (Queensland College of Teachers, 2008) <ul><li>Standard One: Learning experiences to be delivered in ICT enriched environments (S). Use teaching strategies in which ICT are embedded (P&K). Making ICT integral to learning (V) </li></ul><ul><li>Standard Two: Know how ICT supports, enhances, enables and transforms literacy and numeracy expectations and development (K) </li></ul><ul><li>Standard Three: Create learning experiences in which individuals and groups actively use ICT to access, organise, research, interpret, create, communicate and represent knowledge (P). Know how to promote deeper and more focused engagement with content (K) </li></ul>
  7. 7. Professional Standards cont . . . <ul><li>Standard Four: Use ICT to empower students with diverse backgrounds, characteristics and abilities (P). Know how to use ICT to address individual learning needs (K) </li></ul><ul><li>Standard Five: Include the use of ICT to effectively monitor, assess, document and report on learning (P&K). </li></ul><ul><li>Standard Six: Provide opportunities for students to participate through ICT in local, national or global communities (P). Know how to connect to communities beyond the school (K). </li></ul>
  8. 8. Professional Standards cont . . . <ul><li>Standard Eight: Employ ICT to establish and maintain communication with families, business and the broader community (P). </li></ul><ul><li>Standard Nine: Use ICT to communicate with others for professional purposes (P) </li></ul><ul><li>Standard Ten: Know how to participate in and contribute to learning communities and professional networks using ICT </li></ul>
  9. 9. Literature review <ul><li>A recent UK study found that secondary students believe that technological competence is of limited value in education and this linked to the classroom experience. </li></ul><ul><li> (Selwyn & Husen, 2010) </li></ul>
  10. 10. Literature review cont . . . . <ul><li>Today’s students are digital natives who are evolving and changing so rapidly that we will not be able to keep up. They are already using blogs, p2p technology, wikis, instant messaging, e-commerce applications and online reputation systems. Educators need to find ways to engage these students. </li></ul><ul><li> (Prensky, 2005) </li></ul><ul><li>It is further suggested that today’s students process information differently and even have different brain structures as a result of interacting with technology </li></ul><ul><li> (Prensky, 2001) </li></ul>
  11. 11. Literature review cont . . . . <ul><li>In contrast, other studies have found that although the Google Generation are users of new technologies, with few exceptions usage is similar to that of Generation X or Y. </li></ul><ul><li> (Howarth & Williamson, 2009) </li></ul><ul><li>A Nielson report found that teens spend less time browsing the internet and viewing video online than adults. Favourite websites and genre preferences are basically the same as those of the parents. </li></ul><ul><li> (Nielson, 2009) </li></ul>
  12. 12. Literature review cont . . . . <ul><li>A joint study by five Australian universities has found that Technologies such as web browsing, email and text messaging are widely used but creative/ interactive technologies such as blogs and wikis are used by a relatively small number of students. </li></ul><ul><li> (Kennedy et al, 2006) </li></ul><ul><li>A survey of Canadian students revealed a large number of students would like to receive training on how to use their school’s online web space where it is assumed that students are already competent with such technologies </li></ul><ul><li> (Horwath & Williamson, 2009) </li></ul>
  13. 13. Literature review cont . . . . <ul><li>Teachers seldom model the use of the latest technologies to students. An assent to the importance of technologies in learning should be matched by the practices of the teacher. </li></ul><ul><li> (Knight, Knight & Teghe, 2006) </li></ul><ul><li>Teachers risk disaffecting a generation of students for whom schooling may already lack relevance if they cannot integrate ICT as learning tools </li></ul><ul><li>(Kent & McEwan, 2008) </li></ul>
  14. 14. Conclusions <ul><li>Experience with students suggests that most are passive users of technology, browsing, using emails etc. with habits similar to those of adults. </li></ul><ul><li>Students are interested in the new technologies but need to be shown how they work </li></ul><ul><li>Social and collaborative learning can be well supported by today’s technology but it is up to the teacher to support students. </li></ul>
  15. 15. Strategies <ul><li>Make no assumptions about the levels of technological literacy of students. </li></ul><ul><li>Demonstrate new technologies and encourage interactions and collaborations using web tools. </li></ul><ul><li>Ensure students are familiar with school web space and tools to ensure they receive maximum benefit from what is available. </li></ul><ul><li>Where possible, ensure lessons include interactive technologies that enhance the learning experience. </li></ul><ul><li>Provide facilities to receive feedback from students on ICT use in the classroom and how it may be improved or made more relevant for students. </li></ul>
  16. 16. Examples <ul><li>Showing students how to create websites of their own to support their learning – ePortfolios using school webspace </li></ul><ul><li>Integrating new generation technologies: wikis, forums, embedding videos, webtoys (e.g., wordle), html linked images etc </li></ul><ul><li>Integrating new technologies into lessons demonstrating active/ creative uses </li></ul>
  17. 17. Standard Seven: Create and maintain safe and supportive learning environments Nona Belomesoff, 18, allegedly went to meet two men she befriended on Facebook (NSW Police)
  18. 18. References <ul><li>Howarth, J. & Williamson, C. (2009). The Kids are alright – Or, Are They? The Millenial Generation’s Technology Use and Intelligence – an Assessment of the Literature. The Canadian Journal of Library and Informational Research, vol 47. no. 2. Accessed on June 28 th from: http://www.criticalimprov.com/index.php/perj/article/view/1004/1574 </li></ul><ul><li>Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., Maton, K., Krause, K., Bishop, A., Chang, R., Churchward, A. (2007). The Net generation are not big users of Web 2.0 technologies: Preliminary findings from a large cross-institutional study. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://ascilite.org.au/conferences </li></ul><ul><li>Kent, P. & McEwan, R. (2008). Think Creatively for ICT. Teacher: The National Education Magazine, Apr 2008: 44-47. </li></ul><ul><li>Knight, C., Knight, B. and Teghe, D. (2006). Releasing the pedagogical power of information and communication technology for learners: A case study. International Journal of Education and Development using Information and Communication Technology. 2 (2), 27-34. </li></ul>
  19. 19. References cont . . . <ul><li>Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, Vol. 9 No.5 October 2001, NCB University Press </li></ul><ul><li>Prensky, M. (2005). Listen to the Natives . Educational Leadership December 2005/January 2006 pp. 8 – 13. Retrieved 28 th June 2010 from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200512_prensky.pdf </li></ul><ul><li>Selwyn, N., Husen, O. (2010). The educational benefits of technological competence: an investigation of students’ perceptions. Evaluation and Research in Education Vol.23, No. 2, 137 – 141. </li></ul><ul><li>Smith, J. (2010). December data on Facebook’s US growth by age and gender: beyond 100 million. Retrieved 28 th of June 2010 from http://www.insidefacebook.com/2010/01/04/december-data-on-facebook%E2%80%99s-us-growth-by-age-and-gender-beyond-100-million/ </li></ul><ul><li>The Nielsen Company. (2009). How teens use media: A Nielsen report on the Myths and Realities of Teen Media Trends. Accessed June 28 th 2010 from http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf </li></ul>

×