ICT Integration

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ICT Integration

  1. 1. The continuum to Curriculum IntegrationCorrelation Thematic Student Centred Approach Problem Solving Activities linked back Students are the decisionTeacher Selected topic to curriculum makers identifying Teacher selected problems, personal goalsIntegrated Units theme and interests Subjects merged Teacher and students planSubjects taught together when taught ways of exploring andseparately Teacher decides on solving the problems learning activities
  2. 2. 5 Stages of Embedding ICT 01#,2%#& !"#$%"&(%#& )&"*$(%#& +%,%-(%#& .(/%,%($%-(%#& Hooper & Rieber Technolgy Adoption
  3. 3. the developmental and CREATIVE possibilities of Hooper and Rieber 01#,2%#&the ICT are being fully explored. ICT use can grow Technology Adoptionand develop in response to the needs of thelearner and the consequent teaching implications.T&L is very significantly transformed. the potential of the ICT is now exploited to move into new areas and approaches that could not easily be replicated by 2$.&%-#.5!#!$"01%2&"46%789%:&*!"4%#$% !"#$%"&(%#& be significantly transformed. a teacher is becoming increasingly familiar with appropriate use of ICT, and can integrate it into many aspects of their ongoing teaching. T&L begins to be very significantly )&"*$(%#& enhanced. a teacher becomes increasingly aware of the benefits of technology, and begins to incorporate it !"#$%#&()!"*+%$,#&"%-.&/0(!"*1%,$.2&.%(#!3!#!&4% with ICT alternatives. This begins to have beneficial effect on T&L, although use remains +%,%-(%#& fragile and the teacher is often set back, for example by technical hitches. a teacher is becoming increasingly aware of .(/%,%($%-(%#& ICT, and may have attended some PD, but rarely (and often reluctantly) tries to use it in their classroom teaching.
  4. 4. The continuum to Curriculum Integration Correlation Thematic Student Centred Approach Problem Solving Teacher Level of IntegrationEntry Adoption Adaptation Appropriation InventionAdapted from Cuban, L. (2001). Oversold and underused.Computers in the classroom. Harvard University Press.
  5. 5. Correlation Teacher Selected topic Integrated Units .(/%,%($%-(%#& Subjects taught separately Entry; teacher has limited personal skills; does not feel comfortable using computers in the classroom !"#$%&"(#%(")%(*+,-#"%.("+(-/01(20,%(3%4+.%(*)++/(+.(0(0(-0.%("5,%(0*"565"17
  6. 6. Correlation Teacher Selected topic Teacher Selected topic +%,%-(%#& Integrated Units Integrated Units Subjects taught separately Subjects taught separately Adoption; Conventional text, lecture, style of teaching; May teach students how to use keyboard, mouse, and elementary applications; ICT Integration is usually in one curriculum area only; Activities are more likely to be isolated tasks; Formal practitioner who uses Whiteboard extensively; Students word process stories; Computer games are usually math with no direction; Students independently play them when they are allowed; Occasionally they may be used for accessing an encyclopaedia CD; Internet is generally not used as teacher is not sure how to let the children use it; Students prefer to work alone on computers
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  22. 22. A+&5"+.5&2(?)0."Mele Sam Moana Hans JosephJack Finn Danny Sonny MikaLily Kelly Tom Sarah Angel
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  25. 25. M/$%.("#$%&" Our scratchy catS%*+#&"( 21#3*%45,*)$053*66$78.#7*,91%:$5.)$ times call him Jorge. He is a scratchy cat and he likes to scratch people and things allA)#&="7#(&)$CD.&E$ the time. He only does it because he wants<.--E$D.%E$D.4#F food. He does it where ever he wants to do it. He does outside, inside, some times under the house, or on the door step.!48#$#-)8- He had a very special birthday because he was six. He is a small cat for six years old. I>8-$&<)$ thought He was going to be tall for his age.-@3-(-)7-8 But he was not tall. Some days we take him for a walk when he wants to go for one. It is funny when we take him for a walk because9()*(),$<&=8 when we are walking and we see another cat he has to stop and look at the cat for a long time.G&)76"=(),$ Every day we take Jordan for a walk.8-)#-)7- Everyday he scratches us or something. I wonder if one day he will stop scratching.
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  33. 33. Adaptation
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  36. 36. $5"5&2("+2%")%.(0(0(*/0(+.(0(2.+#- My sniffer dog gir ls s tor y Introduction I have an enorm ousge rm an s hephe rd puppy w ho is a When Speak in sniffe r dog. He can findlos t te nnis balls anyw her e in Who past the bushe s or garde n. What te nse Where Main s ection We live close to a tennis court and the tennis players some time s hit the ballsaccide ntally over to our place . We Vigorous us ed to throw them back but now w e have a s niffer dog who ve rbs finds them .At firs t you w ill s ee him walking along the grass Aw es ome and then he sudde nlyturns and das hes into adark form idable adjectives bush. A few secondslater he has a te nnis ball in his mouth . After that he lik es to play w ith the tennis ball. Soon it become s all che we d up. That tennis ball goes on lots of adventures until linking it is complete ly chew ed up and scatter ed around the garden Past words in a m illion pie ces , or sometime s you m ay find the tennis ball Te nse in his water bow l.Another thinghe does is dr opping the ball down the stairs and he w atches it bounce until it s tops. The e nd Say how I hope that one day he m ight stop chew ing the things Say how te nnis balls and leaving them all over the place we nt you fe lt and then maybe we might be able to throw the m back onto the tennis court. Me ntion s om ething that w ill happen later
  37. 37. [%-%&$5&2(+&()+C(,0&1(*+,-#"%.(0.%(5&(1+#.(*/0D)%.%(*+#/$(3%(%6%.0/($544%.%&"(C01(+4($.04"5&2 0 M&(")%(*+,-#"%. 0 8&(1+#.(3++= 0 M&(0(-.5&"+#" 0 84(1+#()06%(0(<[G 0 M/$(3/0*=3+0.$ 0 M&(0&(ML< 0 M&(G:()%%"(+4(-0-%.(#5&2(4%/"("5- 0 A02&%"5*(Y+0.$ 0 M&(0(C)5"%3+0.$(T-)+"+(*0&(3%("0=%&(0(%65$%&*%(+4(C.5"5&2U
  38. 38. Repo rt W hat?W her e? W hat did you see? W ho? W hen?
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  51. 51. E)0"(54(=%1 What if dinosaurs lived today?1 2 Type as m any 3 4 Click on the e nd of Evaluate answe rs as you can Type in a Ridiculous Possible each ques tion each answ er possibly think of conclusion word, click on the by colour pr ess ing Ente r after statem ent. Rapid fire sym bol. coding them. each idea. Utterly Could im pos sible Work What if conclusion Why w ould they live Which type of he re? dinos aurs would be able to live w ith us? How w ill Where could they it affe ct What if Dinos aurs lived possibly live? us ? today Click here to see activity
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  53. 53. Reading4. Internet search words
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