Pedagogy Logistics Mangement School


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  • Refer to criteria for use of ICT general criteria are the subject DLOs appropriate? Will the use of ICT support children’s learning or not? Do the children have the appropriate ICT skills? How can they learn them?
  • 21 st century Skills
  • Attend, attend, attend Structured PD Course Credit Free In your PJ’s
  • Seeking input Learning by lurking – let information come to you Finding your niche Starting conversations
  • Pedagogy Logistics Mangement School

    1. 1. WELCOME Presented by BiplobRahman Mohammad ataur Rahman Rafiqul Islam Talukder
    2. 2. Presentation for PM. Dr. Ahmed Jelani Shaari Pedagogical, Logistic and Management issues on ICT Integration in School
    3. 3. Who are THEY? Montessori John Dewey Jean Piaget
    5. 5. Meaning of Pedagogy <ul><li>Pedagogy is a deliberate attempt of improving learning processes of children by considering their nature, contents, methods, media, and other aspects of the environment. </li></ul>
    6. 6. Pedagogical Issues
    7. 7. Issues related to ICT Integrating ICT into the classroom <ul><li>Students’ needs and interests </li></ul><ul><li>In class or self-access </li></ul><ul><li>Pedagogical aims </li></ul><ul><li>Integration with the course programme and in the lesson itself </li></ul><ul><li>Careful lesson planning </li></ul><ul><li>Technical support/back-up lesson </li></ul>
    8. 8. ICT and Pedagogy Appropriate and inappropriate applications of ICT
    9. 9. Does ICT support, enhance, or extend children’s learning? If not, why is it being used?
    10. 10. <ul><li>clear identification of how ICT will be used to meet specific subject objectives to improve pupils’ attainment; </li></ul><ul><li>ensuring that pupils have adequate ICT skills to achieve those objectives; </li></ul><ul><li>planned match of pedagogy with the identified purpose of ICT activities and learning outcomes. </li></ul>Factors which teachers need to take into account:
    11. 11. The Four Es <ul><li>Teachers should make sure that ICT: </li></ul><ul><li>E nsures that the learning outcomes can be achieved; </li></ul><ul><li>E nables the learner; </li></ul><ul><li>E ases and supports the task; </li></ul><ul><li>E nhances the task’s quality and value. </li></ul><ul><li>Barker and Franklin (1998) </li></ul>
    12. 12. ICT can help learning by <ul><li>Extending access to sources </li></ul><ul><ul><li>the capacity and range of ICT can enable teachers and pupils to gain access to historical, recent or immediate information, through, for example, accessing information on CD-ROM or the Internet </li></ul></ul><ul><li>Enhancing enquiry skills </li></ul><ul><ul><li>search for and compare information from different sources </li></ul></ul>
    13. 13. ICT can help learning by <ul><li>Enhancing the development of ideas </li></ul><ul><ul><li>the provisional nature of information stored, processed and presented using ICT allows work to be changed easily - in using a word processor to edit and refine writing </li></ul></ul><ul><li>Enhancing the communication of ideas </li></ul><ul><ul><li>communicate with other people, locally and over distances, easily and effectively </li></ul></ul><ul><ul><li>present information in ways which are accessible in different forms for different audiences. </li></ul></ul>
    14. 14. ICT can help learning by <ul><li>Developing understanding </li></ul><ul><ul><li>speed and automatic functions of ICT can enable teachers to demonstrate, explore or explain aspects of their teaching, and pupils' learning, more effectively e.g. use of a spread sheet to perform calculations in order that patterns can be concentrated on rather than the calculating. </li></ul></ul><ul><ul><li>explore prepared or constructed models and simulations </li></ul></ul>
    15. 15. The Five Essential Target Areas Curriculum Integration Professional Development Infrastructure & Telecommunications Equitable use of Technology Assessment and Reporting
    16. 16. Target Area #3 INFRASTRUCTURE <ul><li>How will we supply connectivity to the classroom and administrative areas? </li></ul><ul><li>How will we provide each teacher with a computers and related equipment needed for his/her duties? </li></ul><ul><li>How will we obtain funding to purchase the necessary equipment to support this plan? </li></ul><ul><li>Will there be qualified personnel available to assist students, teachers and staff with computer-related questions or problems? </li></ul>Will the district support the necessary infrastructure needed to provide telecommunications and online learning opportunities for students?
    17. 17. 21st Century Skills: (enGauge) <ul><li>Digital-Age Literacy </li></ul><ul><li>Basic, scientific, economic, ICT and technological literacies </li></ul><ul><li>Visual and information literacies </li></ul><ul><li>Multicultural literacy and global awareness </li></ul><ul><li>Effective Communicat i on </li></ul><ul><li>Teaming, collaboration, and interpersonal skills </li></ul><ul><li>Personal, social, and civic responsibility </li></ul><ul><li>Interactive communication </li></ul><ul><li>High Productivity </li></ul><ul><li>Prioritising, planning, and managing for results </li></ul><ul><li>Effective use of real-world tools </li></ul><ul><li>Ability to produce relevant, high-quality products </li></ul><ul><li>Inventive Thinking </li></ul><ul><li>Adaptability and managing complexity </li></ul><ul><li>Self-direction </li></ul><ul><li>Curiosity, creativity, and </li></ul><ul><li>Risk taking </li></ul><ul><li>Higher-order thinking and sound reasoning </li></ul>
    18. 18. Finding and Evaluating New Technology Tools
    19. 19. Where Are We Going?
    20. 20. Before Present
    21. 21. Technology Tools in the Classroom Using Computers to Engage Your Students
    22. 22. References Egbert, J. (2005). CALL essentials . TESOL. USA Technologies for languages. British Council. Retrieved information January 17th, 2006.''&UserID= Chapelle, C. (2001). Computer applications in second language acquisition . Cambridge University Press Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. Integrating ICT into the classroom
    23. 23. Evaluating internet sites Integrating ICT into the classroom <ul><li>Organization </li></ul><ul><li>Currency (Updated? - Dead links?) </li></ul><ul><li>Accessibility ( loading ) </li></ul><ul><li>Clarity (information - advertisements? - mistakes?) </li></ul><ul><li>Appropriateness and relevance (content) </li></ul>
    24. 24. Letters in Motion Project, University of Leiden and Sardis
    25. 25. <ul><li>You can access authentic reading-listening material </li></ul><ul><li>There are different types of text genre </li></ul><ul><li>You can plan communication and / or research projects </li></ul><ul><li>Student can publish their own work </li></ul>Internet as an ICT teaching / learning tool Integrating ICT into the classroom <ul><li>Language exercises </li></ul>
    26. 26. The ICT lesson plan Integrating ICT into the classroom <ul><li>Consider the type of technology you are going to use (A digital camera? / Internet? / a text editor?) </li></ul><ul><li>Design lesson plan </li></ul><ul><li>Apply lesson plan </li></ul><ul><li>Edit your lesson plan (If need be!) </li></ul><ul><li>Evaluate lesson plan </li></ul>
    27. 27. <ul><li>IT skills as prerequisite </li></ul><ul><li>System failure </li></ul><ul><li>Software familiarisation </li></ul><ul><li>Careful lesson planning </li></ul><ul><li>Computer phobia </li></ul><ul><li>Integration problems </li></ul><ul><li>Level quality of language </li></ul><ul><li>Content </li></ul><ul><li>Repetition of activities </li></ul><ul><li>Individual and collaborative work </li></ul><ul><li>Motivation </li></ul><ul><li>Interactivity </li></ul><ul><li>Multimedia </li></ul><ul><li>Adquisition of IT skills </li></ul><ul><li>Flexibility </li></ul><ul><li>Authenticity </li></ul><ul><li>Fun </li></ul>Benefits & shortcomings of ICT + - Integrating ICT into the classroom
    28. 28. Hardware: CPUs, printers, digital cameras and audio, etc. Software ( I nformation and C ommunications T echnology) ICT ICT Text editors, databases, e-mails, spreadsheets, Internet, browsers, CALL software, etc. “ They are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education .”
    29. 29. 21 st Century Pedagogy
    30. 30. virtually there online conferences
    31. 31. learning by lurking
    32. 32. investing in collaborations
    33. 33. forming groups
    34. 34. global conferencing
    35. 36. interconnected
    36. 37. ‘ Pen’ Too Created Problems-- So Would Computer <ul><li>Story of pen - We opposed ink-pen, pencil, ball-point, gel-ink, laser-pen, digital writings . </li></ul><ul><li>Handwriting lost its original importance . </li></ul><ul><li>Spellings and grammar are devalued in the pedagogy parlors . </li></ul><ul><li>Skills of old styles of sketching, preparing charts, graphs, figures, art-pieces have been side tracked in the eyes of some schools . </li></ul><ul><li>What will happen with ICT? </li></ul>
    37. 38. Multiple Intelligences
    38. 39. Learning Styles are Different <ul><li>Active/reflective . </li></ul><ul><li>Sensing/intuitive . </li></ul><ul><li>Visual/verbal . </li></ul><ul><li>Sequential/global . </li></ul>
    39. 40. Logistics Issues and ICT
    40. 41. Physical facilities, equipments and materials <ul><li>Location of main SRC, Audio, Visual room and teaching learning materials room. </li></ul><ul><li>Arrangement of rooms/space/corner </li></ul><ul><li>Furniture and accessories </li></ul><ul><li>Additional facilities </li></ul>
    41. 42. Cont… <ul><li>Printed materials </li></ul><ul><li>Non printed materials </li></ul><ul><li>Electronic equipments </li></ul><ul><li>Security features </li></ul>
    42. 43. What logistic support essential for school? <ul><li>Broad band/Wi Max </li></ul><ul><li>Computer </li></ul><ul><li>Computer lab </li></ul><ul><li>Interactive White Board </li></ul><ul><li>Multimedia and Screen </li></ul><ul><li>Move able furniture for Lab </li></ul><ul><li>Power station </li></ul><ul><li>Technician /lab expert </li></ul>
    43. 44. Barriers of ICT Managemen <ul><li>Teachers level barriers </li></ul><ul><li>School level barriers </li></ul><ul><li>System level barriers </li></ul><ul><li>Attitudinal barriers </li></ul>
    44. 45. Recommendations for good management <ul><li>Excellent SRC awards </li></ul><ul><li>Excellent user awards </li></ul><ul><li>Assistance to SRC </li></ul><ul><li>Coordination meeting with ETD </li></ul><ul><li>(ETD=Educational Technological Department) </li></ul>
    45. 46. “ Rather than abandoning youth to face MySpace's perceived dangers on their own, trained educators could help students use social network sites safely.” - Henry Jenkins quote: photo:
    46. 47. Curriculum-Change Real or Cosmetic 1/2 <ul><li>All over the world, it looks that there is a great concern for changing the curriculum in the context of ICT. </li></ul><ul><li>We must recognize that concerted efforts are required for the introduction of ICT in Education. Sometimes, these concerns are merely cosmetic in nature. </li></ul>
    47. 48. Serious Problem of e-literacy 2/3 <ul><li>A much more serious problem is that of “e-illiteracy” that is prevailing in both the developed and the developing countries. </li></ul><ul><li>Looking at e-illiteracy we find that the world is becoming much more illiterate than the world of conventional literacy. How do we use ICT for ICT? </li></ul>
    48. 49. Roles of Learner, Teacher, Assessor
    49. 50. Roles of Learner, Teacher, Assessor <ul><li>Different persons will help in integrating ICT in education. </li></ul><ul><li>Teachers will strive to identify problem solving situations that are suitable for the ICT. </li></ul><ul><li>Students will develop skills such as being systematic, logical and deductive through engaging with carefully selected computer-based tasks and scenarios. </li></ul><ul><li>Evaluators will organize comprehensive evaluations and their impacts, including possible risks while the capacities of students, and the emphasis the ICT received. </li></ul>
    50. 51. Lifelong Learning
    51. 52. Lifelong Learning 1/3 <ul><li>With the introduction of new technologies, education of children gets extended beyond the artificially drawn milestones like school board examinations. </li></ul><ul><li>Likewise, education creates barrier stone like school admissions. </li></ul><ul><li>Learning supports new paradigm of learning throughout life. </li></ul><ul><li>One finds support systems by arranging ones own learning by using a variety of resources of ICT. </li></ul>
    52. 53. Why do we teach ICT? <ul><li>Enhances learning and teaching; </li></ul><ul><li>Key skill for future work / life-long learning; </li></ul><ul><li>National Curriculum requirement. </li></ul>
    53. 54. Note some examples which you have seen. <ul><li>“ There are indeed many examples of complex technology being used to achieve low-level educational goals” </li></ul><ul><li>Underwood and Underwood (1995) </li></ul>
    54. 55. Why does this happen? <ul><li>Unreliable hardware </li></ul><ul><li>Inappropriate software - high percentage of ‘educational’ software is practice and drill </li></ul><ul><li>Generic, open-ended software requires greater investment of time </li></ul>
    55. 56. Why does this happen? <ul><li>Comparative lack of IT training for teachers to learn how to use IT more effectively - teachers unfamiliar with programs and their potential </li></ul><ul><li>Non IT confident teachers feel more secure using computers for holding activities </li></ul><ul><li>Packed curriculum </li></ul>
    56. 57. <ul><li>“ if computers are used to service the teacher’s needs for organisation and control, they will make little impact on children’s learning” </li></ul><ul><li>Somekh and Davis (1997) </li></ul>Share an example of computers making an impact on children’s learning.
    57. 58. Three modes of using ICT: <ul><li>to support teaching and learning; </li></ul><ul><ul><li>(Supporting ongoing activities in teaching and learning, e.g. drill and practice spelling exercises.) </li></ul></ul><ul><li>to enhance teaching and learning; </li></ul><ul><ul><li>(Activities enhance subject work and make a tangible impact on teaching strategies and styles e.g. editing written work to improve content, appearance and accessibility for a particular audience.) </li></ul></ul><ul><li>to extend teaching and learning. </li></ul><ul><ul><li>(The ICT-based work is central to the classroom activities, some of which would not be possible without its use e.g. branching multimedia story.) </li></ul></ul>
    58. 59. ICT without the computer <ul><li>Developing keyboard skills with ‘dummy’ keyboards </li></ul><ul><li>Annotating and revising printouts </li></ul><ul><li>Prepared questionnaire to support information handling activity </li></ul><ul><li>Planning LOGO or Roamer sequences or procedures on paper </li></ul>
    59. 60. <ul><ul><li>Peer support </li></ul></ul><ul><li>liberates the teacher </li></ul><ul><li>gives children the opportunity to teach their peers </li></ul><ul><li>having to explain helps demonstrate understanding or misunderstanding </li></ul>
    60. 61. Annotated screen dump to support graphics activity and file for record keeping
    61. 62. Organising children with hot seat and shadow, head-phones, computer file and screen prompts to support activity.
    62. 63. Computer notice-board Children encouraged to display computer work from home Clearly visible rota ICT in the classroom - high profile
    63. 64. Screen prompts for LOGO, help cards, rota, tick sheet and wall display.
    64. 66. What is Management? <ul><li>Management is all business and human organization activity in the act gathering people together to accomplish directed goals and objectives </li></ul><ul><li>POSDCORB </li></ul>
    65. 67. Can Machines Replace The Pedagogues? <ul><li>ICT reduces repetitive efforts. The teachers can play special pedagogical roles for creative functions and personal intimacy of transactions. </li></ul><ul><li>Teachers will play the required roles of intermediaries and motivators. </li></ul><ul><li>Technology cannot take decisions like humans. </li></ul><ul><li>Teachers will engage personal assessments and feedback. </li></ul><ul><li>Teachers will always serve as motivators and intermediaries between the technology and the learners. </li></ul>
    66. 69. ICT and School Management Flowchart
    67. 71. What do we want?? <ul><li>New technologies looking for solutions </li></ul><ul><li>Educators are very late adopters </li></ul><ul><li>Profession needs to seize the agenda and articulate a vision for learning and teaching that drives technology applications </li></ul><ul><li>Dialogue with the techies </li></ul><ul><li>Elements of the vision are........ </li></ul>
    68. 72. Thank You Dasvidanya