ICT and Digital tools for college Teachers


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ICT and Digital tools for college Teachers

  1. 1. ICT and Digital Tools for College Teachers Presented by Dr. B. Victor St. Xavier’s College Palayamkottai.
  2. 2. About the presenter <ul><li>Dr.B.Victor is a highly experienced postgraduate biology teacher, recently retired from the reputed educational institution St. Xavier’ s College, Palayamkottai, India-627001. </li></ul><ul><li>He was the dean of sciences and assistant controller of examinations. </li></ul><ul><li>He has more than 32 years of teaching and research experience </li></ul><ul><li>He taught a diversity of courses ranging from pre- university to post graduate classes. </li></ul><ul><li>Send your comments : bonfiliusvictor@gmail.com </li></ul>
  3. 3. “ If you learn only methods, you’ll be tied to your methods, but if you learn principles, you can devise your own methods”. - Ralph Waldo Emerson.
  4. 4. <ul><li>Technology Integration </li></ul><ul><li>21 st Century skills </li></ul><ul><li>What are Tools ? </li></ul><ul><li>Technology Tools </li></ul><ul><li>ICT skills </li></ul><ul><li>ICT Tools </li></ul><ul><li>Graphic tools </li></ul><ul><li>Digital Tools </li></ul><ul><li>Knowledge Maps </li></ul><ul><li>Charts </li></ul><ul><li>Animation Tools </li></ul><ul><li>End Note </li></ul>
  5. 6. <ul><li>The world of Technology is advancing very rapidly. </li></ul><ul><li>Technology is continuously changing . </li></ul><ul><li>Change is not always easy. </li></ul><ul><li>The initial human reaction to change is resistance. Resistance makes for slow change. </li></ul><ul><li>Change is inevitable. </li></ul><ul><li>Change led to progress . </li></ul><ul><li>Learners must have the ability to adapt to changes </li></ul>Technology
  6. 7. <ul><li>Technology promotes the skill of learning to learn and improves their learning outcomes. </li></ul><ul><li>Technology provides “head- heart and hand approach” to learning. </li></ul>Technology promotes…
  7. 8. 21st Century Skills Digital-Age Literacy
  8. 10. Basic Literacy <ul><li>Basic literacy is language proficiency to function on the job and in society. </li></ul>
  9. 11. Scientific Literacy <ul><li>Scientific literacy is knowledge and understanding of the scientific concepts and processes. </li></ul>
  10. 12. Economic Literacy <ul><li>Economic literacy is the ability to identify economic problems, alternatives, costs, and benefits. </li></ul>
  11. 13. Technological Literacy <ul><li>Technological literacy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals. </li></ul>
  12. 14. Visual Literacy <ul><li>Visual literacy is the ability to interpret, use, appreciate, and create images. </li></ul>
  13. 15. Information Literacy <ul><li>Information literacy is the ability to locate, synthesize, and use information effectively using technology, communication networks, and electronic resources </li></ul>
  14. 16. Multicultural Literacy <ul><li>Multicultural literacy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others. </li></ul>
  15. 17. Global Awareness <ul><li>It is the recognition and understanding of interrelationships among nations, states, sociocultural groups, and individuals across the globe. </li></ul>
  16. 18. “ If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow, Psychologist (1908 – 1970)
  17. 19. Tools <ul><ul><li>Tools are wonderful and powerful things. </li></ul></ul><ul><ul><li>We use hundreds of them every day for a multitude of simple and complex purposes. </li></ul></ul><ul><ul><li>An alarm clock wakes us up, we clean our teeth with one, we brush our hair with another, we iron our clothes, we butter our toast etc…all with tools . </li></ul></ul>
  18. 20. Definition of Tool <ul><ul><li>A tool is defined as, “anything that aids us in accomplishing a task,” . </li></ul></ul><ul><ul><li>Tools and techniques can be broadly defined as the practical methods and skills applied to specific activities to enable improvements. </li></ul></ul>
  19. 21. Multiple uses of Tools <ul><li>Technology is a very versatile tool, a bit like a screwdriver. </li></ul><ul><li>A screwdriver can screw and unscrew screws. </li></ul><ul><li>it can also be used to pry open paint tin lids, be used as a stirrer, as a hole punch, as a hammer, as a tool for reaching the object that is always just out of reach etc. </li></ul>
  20. 22. Multiple uses of Technology Tools (Thomas et. al. 2002). <ul><li>Technology can be used as: </li></ul><ul><li>a tool for inquiry, </li></ul><ul><li>a tool for construction, </li></ul><ul><li>a tool for communication, </li></ul><ul><li>a tool for expression, </li></ul><ul><li>a tool for productivity and </li></ul><ul><li>a tool to assist in problem solving and the making of informed decisions. </li></ul>
  21. 23. Technology Tools <ul><li>Technology communication tools- to collaborate, publish and interact with peers, experts and audiences. </li></ul><ul><li>Technology research tools-to locate information, to process data and report results. </li></ul><ul><li>Technology productivity tools- construct models </li></ul><ul><li>Technology problem solving and decision- making tools </li></ul>
  22. 24. Use of computer-based technology <ul><li>computer-based services can be used to search for and find relevant information in a range of contexts; </li></ul><ul><li>computer-based services can be used to retrieve information using a variety of media; </li></ul><ul><li>computer based services can be used to write, analyze, present and communicate information; </li></ul>
  23. 25. <ul><li>Learning from the Technology </li></ul><ul><li>Learning about the Technology </li></ul><ul><li>Learning with the Technology. </li></ul>Learning use of Computer based Technology
  24. 26. <ul><li>The distributed and self – paced learning -at anytime/ anywhere (the World Wide Web provides unlimited data and experiences); </li></ul><ul><li>Electronic messaging; </li></ul><ul><li>Virtual learning environments. </li></ul>Information technology :Applications
  25. 27. <ul><li>“ Any technology which increase the rate of learning would enable the teacher to teach less and the learner to learn more” </li></ul>
  26. 28. Information and Communication technology : Definitions <ul><li>Information technology (IT) is defined as the study or use of electronic equipment, especially computers for storing, analysing and sending out information. </li></ul><ul><li>Communication technology is the process of sending, receiving and exchanging information. </li></ul>
  27. 29. New digital paradigm <ul><li>ICT become a key element in economic development. </li></ul><ul><li>ICT plays significant role in the growth of societies and economies and poverty alleviation. </li></ul><ul><li>ICT provides more responsive and transparent governance as well as improving the reach and delivery of health, education and other social services. </li></ul>
  28. 30. <ul><li>ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society. </li></ul>ICT literacy
  29. 31. <ul><li>EFFICIENCY: </li></ul><ul><ul><ul><li>FASTER </li></ul></ul></ul><ul><ul><ul><li>CHEAPER </li></ul></ul></ul><ul><ul><ul><li>FEWER STEPS </li></ul></ul></ul><ul><ul><ul><li>LESS PEOPLE </li></ul></ul></ul><ul><ul><ul><li>LESS PAPER WORK </li></ul></ul></ul><ul><li>EFFECTIVENESS: </li></ul><ul><li>MOST INTERACTIVE </li></ul><ul><ul><ul><li>FEWER ERRORS </li></ul></ul></ul><ul><ul><ul><li>CUSTOMIZED </li></ul></ul></ul><ul><ul><ul><li>PERSONALIZED </li></ul></ul></ul><ul><ul><ul><li>ARCHIVABLE </li></ul></ul></ul><ul><ul><ul><li>TRANSPARENT </li></ul></ul></ul><ul><ul><ul><li>SEARCHABLE </li></ul></ul></ul><ul><li>INNOVATION </li></ul><ul><li>NEW PRODUCTS </li></ul><ul><li>NEW TECHNIQUES </li></ul>ICT- Characteristics
  30. 32. <ul><li>As a source of Knowledge </li></ul><ul><li>As a medium to transit Knowledge </li></ul><ul><li>As a means of interaction / dialogue </li></ul>Major Roles Of ICT
  31. 33. <ul><li>Multimedia PC, Laptop, Notebook. </li></ul><ul><li>CDs& DVDs. digital video, still camera. </li></ul><ul><li>Internet and its tools- e-mail ,browsers, website, search engines, chat etc. </li></ul><ul><li>Video /audio conferencing. </li></ul><ul><li>Digital libraries. </li></ul><ul><li>Interactive TVs. </li></ul><ul><li>Microsoft publishing ,news letter, poster, brochure. </li></ul>ICT - Tools
  32. 34. <ul><li>Word processing -documents, notes, projects, assignments </li></ul><ul><li>Spread sheet programming -records, exam scores </li></ul><ul><li>Data bases -information storage </li></ul><ul><li>Graphing software -to prepare teaching-learning resources </li></ul><ul><li>Developing Multimedia kits -to make process interesting </li></ul><ul><li>Internet and e-mail facilities -to gain knowledge </li></ul><ul><li>Games and simulations -to improve quality of learning </li></ul>ICT Tools in Education
  33. 35. <ul><li>ICT helps to provide interactive learning experiences </li></ul><ul><li>ICT stimulate and motivate learners </li></ul><ul><li>ICT provide comfortable learning . </li></ul><ul><li>ICT tools aids of in the understanding of difficult concepts and processes </li></ul><ul><li>ICT caters to different learning styles </li></ul><ul><li>ICT helps students to gain valuable computer skills. </li></ul><ul><li>ICT aids in collaboration and group work. </li></ul>Role of ICT in Learning
  34. 36. Advantages of ICT <ul><li>resource sharing;  </li></ul><ul><li>wide variety of services;  </li></ul><ul><li>flexibility;  </li></ul><ul><li>reliability;  </li></ul><ul><li>faster speed;  </li></ul><ul><li>cheaper cost.  </li></ul>
  35. 37. <ul><li>ICT facilitate collaboration and communication. </li></ul><ul><li>ICT aid in the visualization of difficult concepts </li></ul><ul><li>ICT promote creativity. </li></ul><ul><li>ICT enable multiplier effect of documents. </li></ul><ul><li>ICT provide flexibility and variety in learning. </li></ul><ul><li>ICT provide a multimedia presence in the classroom. </li></ul>Unique Attributes of ICT
  36. 38. <ul><li>Creativity </li></ul><ul><li>Flexibility </li></ul><ul><li>Logistic skills </li></ul>ICT-Benefits
  37. 39. Digital Tools of Numerical Data
  38. 40. <ul><li>A graph is a diagram showing numerical trends and relationships. </li></ul><ul><li>A good graph makes information vivid, memorable and meaningful. </li></ul>Graphs
  39. 41. Statistical Graphics-1
  40. 42. Statistical Graphics-2
  41. 43. Statistical Graphics-3
  42. 44. Statistical graphs-4
  43. 45. Statistical graphs-5
  44. 46. <ul><li>The best graphs communicate their purpose with ease. </li></ul><ul><li>They show trends and relationships. </li></ul><ul><li>They attract attention. </li></ul>Features of graphs
  45. 47. <ul><li>Clarity of message. </li></ul><ul><li>Simplicity of design </li></ul><ul><li>Clarity of words </li></ul><ul><li>Integrity of intentions and action </li></ul>Benefits of graphs
  46. 48. Digital Tools of Textual Data
  47. 49. Definition <ul><li>They are visual representations of knowledge. </li></ul><ul><li>It is a frame used to organize information </li></ul>Knowledge maps
  48. 50. <ul><li>Graphic organizers </li></ul><ul><li>Cognitive organizers </li></ul><ul><li>Advance organizers </li></ul><ul><li>Concept maps </li></ul><ul><li>Concept diagrams </li></ul><ul><li>Thinking maps </li></ul>Different Names Of knowledge maps
  49. 51. <ul><li>A visual representation of knowledge </li></ul><ul><li>A Way of structuring information into organized patterns </li></ul><ul><li>A Way to promote active learning </li></ul><ul><li>A Way to access students' previous experience and knowledge </li></ul>What are Knowledge maps ?
  50. 52. <ul><li>1. Graphic organizers help to communicate large amounts of information more easily </li></ul><ul><li>2. They allow easy editing and drawing different perspectives </li></ul><ul><li>3. They are flexible in application </li></ul><ul><li>4. They are ideal for many types of learners </li></ul><ul><li>5. They offer greater retention </li></ul>Why Knowledge maps ?
  51. 53. Preparation of Knowledge maps Generate ideas Structure ideas Compute the Kmap Edit the Kmap Present the Kmap Evaluate the Kmap
  52. 54. <ul><li>Knowledge maps come in different forms: </li></ul><ul><li>Each one best suited for organizing a particular type of information </li></ul>
  53. 55. What are the different types of Knowledge maps ? <ul><li>Hierarchical organizers- present main ideas and supporting details in ranking order, </li></ul><ul><li>Comparative organizers- depict similarities among key concepts, </li></ul><ul><li>Sequential organizers- illustrate a series of steps or place events in a chronological order, </li></ul><ul><li>Cyclical organizers- depict a series of events that have no beginning or end, </li></ul><ul><li>Conceptual organizers- include a main concept with supporting facts, evidence, or characteristics (Bromley, et al., 1998). </li></ul>
  54. 56. Kinds of Kmaps Knowledge maps Brain – storming webs Task – specific maps
  55. 57. Brain – storming webs <ul><li>Concept map </li></ul><ul><li>Mind map </li></ul><ul><li>Fishbone map </li></ul><ul><li>Spider map </li></ul>
  56. 58. Task – specific maps <ul><li>Bubble map </li></ul><ul><li>Double bubble map </li></ul><ul><li>Circle map </li></ul><ul><li>Chain of events </li></ul><ul><li>Clustering map  </li></ul><ul><li>Cycle map  </li></ul><ul><li>Brace map </li></ul><ul><li>Venn diagram </li></ul><ul><li>Interaction outline </li></ul><ul><li>Problem/solution </li></ul><ul><li>Persuasion map </li></ul><ul><li>Time – order map </li></ul><ul><li>E-map </li></ul><ul><li>Flow map </li></ul><ul><li>Tree map </li></ul>
  57. 59. <ul><li>A concept may have main topic in the center and lines radiating in all directions with sub-topics and facts branching off from the main topic. </li></ul>Concept Map (C Map)
  58. 60. Components of concept maps <ul><li>Nodes represent concepts. </li></ul><ul><li>Lines represent relations between concepts. </li></ul><ul><li>Labels on the lines describe the nature of the relationship. </li></ul><ul><li>Arrow heads indicate direction of the relationship. </li></ul>
  59. 61. Hierarchical map
  60. 62. Non- hierarchical map
  61. 63. Concept map on water
  62. 64. Concept map on organic molecules
  63. 65. Concept map on Photosynthesis
  64. 66. Concept map on Physical fitness
  65. 67. <ul><li>Mind mapping was originated by Tony Buzan in 1971. </li></ul><ul><li>Mind mapping involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. </li></ul><ul><li>Then looking for branches out and connections between the ideas. </li></ul>Mind mapping
  66. 68. Mind mapping <ul><li>Mind mapping is a process of taking or making notes. </li></ul><ul><li>Mind mapping increase the quality of thinking </li></ul>
  67. 69. Mind Mapping
  68. 70. Mind map on Pollution
  69. 71. Mind map on Forms of Energy
  70. 73. Task specific Maps
  71. 74. Fish-bone map
  72. 75. Fishbone mapping <ul><li>The ‘Head’ of the fish represents a problem, issue or project. </li></ul><ul><li>The ‘Ribs’ of the fish represent component parts of the problem and related elements of each part. </li></ul><ul><li>It helps to identify, explore and display the possible causes of a problem. </li></ul>
  73. 76. Fishbone mapping
  74. 77. This map is used to brainstorm ideas. This map is organized by placing the theme in the center of the map. Outwardly radiating sub-themes surround the center of the map. Spider map
  75. 78. Spider mapping
  76. 79. The bubble map is designed for the process of describing attributes. Eg. Character traits, cultural traits, properties, salient features . Bubble map
  77. 80. Bubble map-Example
  78. 81. This map is used for comparing and contrasting two thinks. Eg. Two characters in story, two historical figures, two social systems. Double bubble map
  79. 82. Double bubble map-Example
  80. 83. <ul><li>This map is used for seeking context and brainstorming . It has two concentric circles. In the middle of the circle you put the key ideas and the out side circle you put everything you know about those ideas. </li></ul>Circle map
  81. 84. Circle map-Example
  82. 85. Cluster map-Example
  83. 86. <ul><li>It generates ideas, images and feelings around a stimulus word. </li></ul><ul><li>It helps to organize descriptive information on a topic. </li></ul><ul><li>It enables to group items into categories and to see patterns in one’s idea. </li></ul><ul><li>  </li></ul>Cluster map
  84. 87. Clustering map
  85. 88. <ul><li>Cycle attempts to show how a series of events interacts to produce a set of results again and again. </li></ul>Cycle map
  86. 89. Cycle map-Example
  87. 90. Cycle map-Example
  88. 91. <ul><li>This map is used for identifying the part-whole, physical relationship of an objective. </li></ul><ul><li>By representing whole – part and part- sub part relationships, this map supports learners’ spatial reasoning. </li></ul>Brace map
  89. 92. <ul><li>A Venn diagram is made of two overlapping circles. </li></ul><ul><li>It is to analyze similarities and differences between two things (people, place, events, ideas) </li></ul><ul><li>It places individual characteristics in either the left or right sections, and common characteristics within the overlapping sections. </li></ul>Unique traits Unique traits Shared traits Venn diagram
  90. 93. Venn diagram-Example
  91. 94. <ul><li>It is used to represent the details of any four events related to a topic. </li></ul>Time- order map
  92. 95. <ul><li>It is used to represent any three details / subordinate categories of a topic. </li></ul>E- map
  93. 96. <ul><li>Flow map represents the sequence of steps in producing a product or describes a process. </li></ul>Flow map
  94. 97. <ul><li>It displays the key term at the top and leads down to relate sub-branches of a concept or an organization or function of a body. </li></ul>Tree map
  95. 98. Tree diagram-Example
  96. 100. <ul><li>It is used to describe the stages of the steps in a linear procedure, the sequence of events, the goals, the actions and the outcomes of a character in a novel . </li></ul>Beginning Chain of events First Event Second Event Final Event
  97. 101. Research topic map
  98. 102. Problem - solution map
  99. 103. Problem –solution map
  100. 104. Single cause/ Multiple Effect
  101. 105. Multiple Causes / Single Effect
  102. 106. Cause / effect diagram
  103. 107. Single Cause / multiple effects
  104. 108. Persuasion map
  105. 109. Story map
  106. 110. Process development map
  107. 111. Narrative map
  108. 112. Problem –solution map
  109. 113. Character-traits (events) map
  110. 114. Continuum/ Time line chart
  111. 115. SIMPLE GRAPHICS- 1
  112. 116. SIMPLE GRAPHICS-2
  113. 117. Charts
  114. 118. T Chart <ul><li>Used for comparing and contrasting by placing individual characteristics in either the left or right sections. </li></ul>
  115. 119. Compare/ contrast chart <ul><li>Used to show similarities and differences between two things (people, places, events, ideas, etc.). </li></ul>
  116. 120. KWLH Chart <ul><li>K – What we KNOW about the subject. W - What we WANT to learn. L - What we LEARNED </li></ul><ul><li>H – HOW can we learn more . </li></ul>
  117. 121. KWL Chart
  118. 122. PMI evaluation <ul><li>Use to show positive, negative, and interesting attributes of a subject, concept, topic, solution, etc., in order to determine the nature of the outcome and whether it will be worth continuing or not. </li></ul>
  119. 123. Animation Tools
  120. 124. AnimationTools -1
  121. 125. Animation tools-2
  122. 126. Animation tools -3
  123. 127. Animation tools -4
  124. 128. Animation tools -5
  125. 129. VISUAL TOOLS <ul><li>To clarify your point </li></ul><ul><li>To emphasize your point </li></ul><ul><li>To simplify your point </li></ul><ul><li>To unify your point </li></ul><ul><li>To impress your learner </li></ul>
  126. 130. <ul><li>Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and Learning in Higher Education. Melbourne, Australian Council for Educational Research. </li></ul><ul><li>Gibbs G & Habeshaw T (1995) 253 Ideas for your Teaching. Bristol, Technical and Education Services. </li></ul><ul><li>Laurillard, D (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London, Routledge. </li></ul><ul><li>Weimer, M. (1990). Improving college teaching: Strategies for developing instructional effectiveness. San Francisco: Jossey-Bass. </li></ul><ul><li>Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching with Technology: Creating Student-centered Classrooms. New York, Teachers College Press. </li></ul>References
  127. 131. Presentation over
  128. 132. The End