Online Learning Resources2


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Information and communication technology for primary schools in New Zealand

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  • From linear to hypermedia learning - Students move back and forth between information sources in an interactive and non-sequential way. From direct instruction to construction and discovery - Instead of absorbing knowledge as it’s delivered by a teacher, the student constructs new knowledge. He learns by doing. From teacher-centered to learner-centered. - Focus is on the learner, not the delivery-person. Instead of transmitting information, the teacher now creates and structures what happens in the classroom. From absorbing pre-selected facts to discovering relevant information - This demands higher-order thinking skills such as analysis and synthesis. From school-based to life-based learning - A learner’s knowledge base is constantly revised through life experiences, and schools can prepare students for this eventuality. From uniform instruction to customized learning - Students find personal paths to learning. From learning as torture to learning as fun - The student is motivated to learn, and feels more responsible for his progress. From teacher as transmitter to teacher as facilitator.
  • Online Learning Resources2

    1. 1. Online Learning Resources Angie Simmons Unitec in Schools
    2. 2. <ul><li>Information from a variety of sources </li></ul><ul><li>Internet has brought a new dimension </li></ul><ul><li>Skills needed to access and process information </li></ul><ul><li>Teacher preparation </li></ul>
    3. 3. Models of Learning <ul><li>Information Transfer </li></ul><ul><li>Behaviourism </li></ul><ul><li>Constructivism </li></ul><ul><li>Social Constructivism </li></ul>
    4. 4. 1. Information Transfer <ul><li>Characteristics </li></ul><ul><li>one–way delivery </li></ul><ul><li>one learning style fits all </li></ul><ul><li>Teacher’s Role </li></ul><ul><li>to be an expert </li></ul><ul><li>to be a provider of Information </li></ul><ul><li>Learner’s Role </li></ul><ul><li>to be passive </li></ul><ul><li>to be a “sponge” </li></ul><ul><li>to regurgitate the information </li></ul>Graphic source: Content is King!
    5. 5. 2. Behaviourism <ul><li>Characteristics </li></ul><ul><li>behaviour / consequences </li></ul><ul><li>reinforcement </li></ul><ul><li>learning outcomes </li></ul><ul><li>linear, progressive and based on end result </li></ul><ul><li>Teacher’s Role </li></ul><ul><li>decides programme </li></ul><ul><li>predetermines outcome </li></ul><ul><li>pre and post assessment tests </li></ul><ul><li>active </li></ul><ul><li>Learner’s Role </li></ul><ul><li>follows steps </li></ul><ul><li>shows mastery </li></ul><ul><li>shows knowledge and skills </li></ul><ul><li>somewhat active </li></ul>Outcome determined by response!
    6. 6. 3. Constructivism <ul><li>Characteristics </li></ul><ul><li>emphasis on understanding </li></ul><ul><li>contextualized learning </li></ul><ul><li>metacognition </li></ul><ul><li>co-operation </li></ul><ul><li>time consuming </li></ul><ul><li>Teacher’s Role </li></ul><ul><li>to facilitate </li></ul><ul><li>to provide </li></ul><ul><li>to collaborate </li></ul><ul><li>to challenge </li></ul><ul><li>to motivate </li></ul><ul><li>to anchor knowledge </li></ul><ul><li>Learner’s Role </li></ul><ul><li>to explore </li></ul><ul><li>to develop open mindedness </li></ul><ul><li>to take self-ownership of learning </li></ul><ul><li>may negotiate goals </li></ul>Graphic source:
    7. 7. Social Constructivism <ul><li>As constructivist in approach – building knowledge but socially mediated. </li></ul><ul><li>Team centred – learn from and with each other </li></ul><ul><li>Knowledge is a shared commodity which is built together with shared understandings </li></ul>Two heads are better than one!
    8. 8. The three models of learning related to software applications Information Transfer – Closed Software determines the outcome = passive learner nformation Transfer – Closed Software deter Behaviourism – Closed - Software still determines the outcome – learner interactive but outcome is predetermined according to responses from learner Behaviourism – Closed - to responses from learner Constructivism – Open ended - Learner controls the software and uses it to create a product thus constructing Contemplate the next one:
    9. 9. Bookmarking favourites <ul><li>Use the favourites toolbar to organise folders for students </li></ul><ul><li> </li></ul>
    10. 10. Web Sites General http:// / NCEA resource site for NZ secondary students http:// Reviewed sites for teachers http:// / Teacher resource site http:// / Educator resource site http:// Educator site with many resources http:// / Hot Potatoes site – create interactive online educational resources Interactive calendar generator http:// General teacher web site List of educational sites “Best on the Web” http:// / Internet encyclopaedia of philosophy http:// Rubrics for web lessons http:// / Resource site for educators and students Create online quizzes here Problem based learning Teacher resource site Copyright free pictures Create your own rubric for assessment http:// / The WebQuest portal NZ main educational site
    11. 11. http:// / ICT innovations http:// / ICTs for learning http:// Links to ideas about inquiry learning Ideas for teachers to use ICT http:// /schools/ UK Educator resource site Information Literacy http:// Research reviews Queensland’s productive pedagogies http:// Teacher ed reference site http:// / Articles for staff PD An excellent educator resource site http:// Trevor Bond’s information literacy model Readings by Mark Treadwell http:// / Project Zero – Harvard University http:// Information Literacy http:// =23&suborgid=158 Gifted and Talented Ed http:// Educator site Constructivism http:// 21 st Century skills Research and information about ICT Inquiry learning http:// Learning theories http:// / UK site with evidence based research reports and information on ICT Jamie McKenzie’s articles and information
    12. 12. Reading activities English grammar activities http:// / English resources http:// / Famous quotes http:// Letter writing http:// Dr Seuss activities http:// / Online poetry resource site Fairy Tales WebQuest http:// Newspaper literacy activities http:// Ideas for teaching writing http:// / Children’s digital library English online site
    13. 13. http:// / Interactive maths site http:// NZ Maths Exemplars http:// / NZ maths online http:// Maths activities Maths activities Maths activities http:// / Maths activities http:// / Create worksheets for online activities http:// Problem solving games http:// / Maths resources http:// / Maths activities http:// Printable worksheets Teaching time concepts Excel ideas and lessons for spreadsheets Maths resources
    14. 14. Science Endangered Ecosystems http:// / Weather Junior science resource site http:// Virtual cell study http:// Electricity http:// / Volcanoes http:// /virtual/ Virtual frog dissection http:// / NASA site for children to study space Dinosaur eggs http:// Human anatomy http:// Physics - gravity The journey of a water molecule http:// Virtual cave http:// Marine Life
    15. 15. Social Studies Government statistics for children Virtual world exploration Social Studies online http:// Ancient Olympia http:// Castles http:// / Travel the world http:// The Vikings http:// / History World history archives Teenagers real life experiences of war
    16. 16. safety with electricity http:// PhysEd site Bullying Healthy eating http:// Survival in the outdoors http:// / Healthy eating http:// library.thinkquest .org/C0115926/ Drugs education Health
    17. 17. The Arts http:// Arts Online NZ http:// / Student art site http:// /world-myths/ The art world of myths and legends Junior site for art ideas and resources http:// The Metropolitan Museum of Art (USA) http:// / The Arts Online http:// /alphabet/ An alphabet of art Art timeline / Art activity site http:// Music collections http:// Children’s web art http:// Exploration of art http:// Art resource site Art timeline
    18. 18. Multimedia and web authoring http:// / Excellent resources and ideas for teachers Web resources http:// / Web design tutorial http:// / Animations http:// /multimedia/course/storyboarding/ Digital storytelling tutorials http:// Free photos http:// Rubric assessment for multimedia http:// Electronic portfolios Video making tutorials http:// / Text resources Digital photography tutorials http:// / Web resources and tutorials Animation ideas, examples and tutorials
    19. 19. WebQuests http:// /sessions/sharks/ Sharks WebQuest WebQuest about plants Planet WebQuest Day in the life of a Japanese child http:// Dinosaur WebQuest http:// Penguin WebQuest http:// WebQuest about energy sources http:// /academics/education/projects/ List of WebQuests WebQuest about books Ocean webQuest Egyptian WebQuest (primary) http:// /grant/insects/ Junior insect WebQuest
    20. 20. Projects <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    21. 21. Learning to Learn Theory <ul><li>Howard Gardner – Multiple Intelligences </li></ul><ul><li>Art Costa – Habits of Mind </li></ul><ul><li>Learning Styles </li></ul><ul><li>De Bono’s Thinking Hats </li></ul><ul><li>Bloom’s Taxonomy </li></ul>
    22. 22. Info-Literacy – students will…. <ul><li>Be able to employ ICTs to find, process, organize and communicate information. </li></ul><ul><li>Understand and respect copyright and intellectual property laws. </li></ul><ul><li>Be confident that they have the skills to find and use information to build knowledge; above all else, find knowledge fascinating; to WANT to learn so as to know. </li></ul>
    23. 23. Interesting facts….. <ul><li>Students retain: </li></ul><ul><ul><ul><li>10% of what they read </li></ul></ul></ul><ul><ul><ul><li>20% of what they hear </li></ul></ul></ul><ul><ul><ul><li>30% of what they see </li></ul></ul></ul><ul><ul><ul><li>50% of what they see and hear </li></ul></ul></ul><ul><ul><ul><li>70% of what they say </li></ul></ul></ul><ul><ul><ul><li>90% of what they say and do. </li></ul></ul></ul><ul><li>Sandra F. Rief How to Reach and Teach ADD/ADHD Children: The Center for Applied Research in Education, 1993, p. 53 </li></ul>