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Adaptive technologies
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
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Adaptive technologies
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- 5. Learning Outcomes Unpack DigitalLiteracy Implement DL abilities Appreciate the role of DL in teaching learning and assessmeent. Your Expectations List three expectation you have from this session. Participants Key Inquiry Question Formulate a question which when answered will meet your expectations.
- 6. What do youknow? https://quizizz.com/admin/quiz/5df74f3d 799601001bb09d75/digital-literacy DIGITAL LITERACY
- 7. Why should wedevelop DL?
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- 10. Web 1.0 (1996-2004)Web 2.0 (2004-2016) Web 3.0 (2016- Meaning Is... Dictated Socially constructed Socially constructed & contextually reinvented Access Read only Read and Write Web Executable Web Used Millions Billions Trillions Content Static Dynamic Artificial Intelligence and 3D Interaction One Directional Bi-Directional Multi-User Virtual Environment Technology is... Confiscated at the classroom door(digital refugees) Cautiously adopted (digital immigrants) Everywhere (digital universe) Teaching is done... Teacher to student Teacher to learner & learner to student Teacher to student, learner to student, & learner to teacher Schools are located... In a building In a building or online Everywhere &thoroughly infused into society Parents view schools as... Daycare Daycare A place for them to learn, too Teachers are... Licensed professionals Licensed professionals Everybody, everywhere Hardware & software in schools.., Are purchased at great cost and ignored Are open source and available at lower cost Are available at low cost and are used purposely Industry views graduates as... Assembly line workers As ill-prepared assembly line workers in a knowledge economy As co-workers or entrepreneurs
- 11. Web 4.0 7/10/2021 Web 4.0:Is the impending state at which all information converges into a great ball of benevolent self- aware light, and solves every problem from world peace to why Lost stinks this season. Web 4.0 is about making connections, about serendipity and about the network taking initiative. Web 4.0 computing tablet can receive information and instructions without the user needing to touch the tablet, utilize voice input or incorporate any peripheral device whatsoever. Web 4.0 is about "the ultra-intelligent electronic agent." .
- 12. Web 5.0 7/10/2021 Web 5.0:is the introduction of a new dimension in the web equation: everything having to do with time, and web services which all revolve around time and bringing time-based services to the user, via whatever new methods happen to be available. Web 5.0: the telepathic web brain implants, helmets to read/write directly into your brain will get better and better, smaller and smaller, cheaper and cheaper. And remember: any electronical device that can read your brain can be connected to a wireless modem to connect you to the internet ... to connect you to anyone or anything you like: your wife, your Facebook friends, Wikipedia, your radio- or TV station, your coffee machine... Web 5.0: the Wise Web, is still in shadow play, but it's coming. Its signature is written large in research labs across the planet, where everything from human behavior, emotions, decision- making, network science, brain cognition and automated learning is being funded. Web 5.0 will scoop up all this new knowledge and the intelligence offered by Webs 2.0, 3.0 and 4.0 and deliver it in an ethical, self-aware and sentient framework, embedding all biological and artificial life within a global cooperative intelligence.
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- 21. CONTENT KNOWLEDGE (CK) PEDAGOGICAL KNOWLEDGE (PK) TECHNOLOGICAL KNOWLEDGE (TK) Pedagogical Content Knowledge(PCK) Technological Pedagogical Knowledge (TPK) Technological Content Knowledge (TCK) Technological Pedagogical Content Knowledge (TPACK)
- 22. Traditional Class 7Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell Walk through the cell’s anatomy and the basic functions of each organelle, referencing the diagram in the textbook Group Work -Labelling -Researching on the process -Presenting
- 23. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell Content Knowledge (CK)—what are you teaching and what is your own knowledge of the subject? For this lesson, you’ll need a solid understanding of cell anatomy and processes. Pedagogical Knowledge (PK)—how do your students learn best and what instructional strategies do you need to meet their needs and the requirements of the lesson plan? In this case, you'll need to understand best practices for teaching middle school science and small group collaboration. Technological Knowledge (TK)—what digital tools are available to you, which do you know well enough to use, and which would be most appropriate for the lesson at hand? For this lesson, students will need to label a diagram and present, so the ability to fill in blanks with an answer key, find images from the internet, create slides, etc. are important.
- 24. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific content to your specific students. Technological Content Knowledge (TCK)—knowing how the digital tools available to you can enhance or transform the content, how it’s delivered to students, and how your students can interact with it. Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you want.
- 25. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell -Walk through different parts of a cell’s anatomy, -Form small teams have them collaborate on completing a Check for Understanding quiz via kahoot, Quiziz etc. Include an interactive question that provides a diagram of a cell with blank labels and requires students to drag and drop the proper labels in place from an answer key (Example it’s “Label Image” question in Schoology’s LMS ).
- 26. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell -Design a Flipgrid task and give the learners the link -Ask each member of the team to choose an organelle to personify. -In pairs or triad ask each team to submit in Flipgrid their explanation of the organelle they have choose and why they are important to the cell -Ask the “others” to watch each other’s videos on their own time and leave comments.
- 27. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell -Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in one type of cell, have your students compare the process between animal and plant cells and make conclusions regarding the differences they find. -Require each group to construct an artifact of their research by creating a one-page brief in Microsoft OneDrive, OneNote or OneNote Classroom. a flowchart comparison, or a video explanation. -This is submitted as an assessment for learning.
- 28. Infusing TPAC inTClass 7 Science Lesson Topic –Cell Anatomy Learing outcome -describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell Armed with their knowledge of cell anatomy, function, and processes, have your students -Analyse the connections between different animals and plants in their natural habitats. Have each group infer what might happen when one animal or plant is placed in a habitat other than it's natural one. -Compile evidence to make their case (articles, videos, etc.) using Microsoft OneDrive, OneNote or OneNote Classroom, or other similar tool.
- 29. 1. What isthe affordance i.e. opportunities for learning 2. What is facilitating the affordance or providing the opportunity. 3. What is promoting the degree of affordance? 4. What is the source of information?
- 30. While teachers enhanceDL in the teaching and learning how does Digital Literacy provide affordance to learning Affordance Elements that provide affordance Elements that may increase degree of affordance Elements that may provide information about affordance
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- 33. Enhancement REVERSAL RETRIEVA L OBSOLESCENCE Radio reduces the prominenceof print and the visual Radio amplifies news and music via sound. . Acoustic radio flips into audio- visual TV Radio returns the spoken word to the forefront
- 34. Attribute Example 1. EnhancementRadio amplifies news and music via sound. 2. Reversal Radio reduces the prominence of print and the visual. 3. Obsolescence Radio returns the spoken word to the forefront. 4. Retrieval Acoustic radio flips into audio-visual TV.
- 35. Technology allows forthe creation of new tasks, previously inconceivable The SAMR Model Enhancing Technology Integration Redefinition Create a narrated Google Earth guided tour and share this online Technology allows significant task design Modification Use Google Earth layers such as panorama and 360 cities to research locations Technology acts as direct tool substitute , with functional improvement Augmentation Use Google Earth rulers to measure the distance between two places Technology acts as a direct tool substitute, with no functional change Substitution Use Google Earth instead of an atlas to locate a place Transformation Enhancement
- 36. Example of PowToon Designedby Grade 10 Learners
- 38. UNESCO ICT competencyframework
- 41. Interacting with Technology Medialiteracy: hardware and software Information literacy: Working with technology in accessing Information in handling information in managing and presenting information in presenting information to schedule tasks
- 42. Creating with Technology Modelling Simulation Coding SystemThinking Robotics
- 43. Digital Citizenship Responsible useof Technology Safety Digital footprint Ethical Cyber Crimes Fake news
- 44. Early Years P1-G3 IwT,CwT, DC Middle School Intermediate Level G4-G6 IwT, CwT, DC Middle School Lower Secondary G7-G9 IwT, CwT, DC Senior School G10-G12 IwT, CwT, DC IwT • Identifying parts of digital devices • Play games CwT • Taking Photos • Recording Audio • Drawing DC • Responsible use • Following Instruction IwT • Parts and their functions • Manipulation • Trouble Shooting CwT • Creating Illustrations • Working Collaboratively • Static Presentations DC • Netiquette • Data protection IwT • Use of ICT for learning • Use of ICT to enhance CS • Handle Digital Devices Safely CwT • Create AV for CS • Develop Creative Writing • Create Presentations Using application DC • Apply Ethical practices while using Digital Devices • Apply Safety and Security Measures
- 45. • How dowe embed Digital Literacy skills into the curriculum delivery? • Which activities should educators engage learners in for them to acquire digital literacy skills? Interacting with Tech Creating with Tech Digital Citizenship https://tinyurl.com/mydlperspectives
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- 47. Transforming Infusing Applying Awareness Creating and Managing Innovativeand open learning environments Facilitating learning using multimodal instruction Enhancing Traditional Facilitation Applying Productivity Tools Specializing in the enhancement of DL Understanding how and when to enhance DL Learning how to enhance DL in learning areas facilitation Becoming aware of DL LEARNING ABOUT DL Facilitating while enhancing
- 48. DL-enhanced Generic Pedagogical Skills (Present,guide search for information, create content, facilitate DL-enhanced learning areas specific Pedagogical Skills (Conceptual learning, organization of ideas, tele- collaboration Autonomous Professional Learning Skills Integrating ICT in lesson Planning; use of multimedia tools Designing DL enhanced lesson plans and digital material , creating pedagogically proper learning environments Enabling Blended learning environments DL Integration in Learning area facilitation (Facilitating DL enhancement) DL for pedagogical innovation (Facilitating students learning with and/or through DL Enhancement) DL for pedagogical Transformation (Enabling &Managing deeper learning through DL Enhancement Authoring Tools Multimedia Tools Specific Learning Tools. Web 3.0 Mind Mapping WebQuest Creation of LMS Interactive tools Gaming ICT Competency Learning Area & Professional Competencies Technological Pedagogy
- 49. Face to Face Classroom •Physical Classroom • Field Trip • Lab Live Online • Virtual • Classroom • Webinar Coaching • Coaching • Mentoring Collaboration & Community • Portal • Blog • Wiki • Chat • IM • Threaded Discussion • VoIP Multimedia • Video Streaming • Podcast • Distance • Learning • CD- ROM/DVD • Flash Drive Web-Based Learning • Internet/Int ranet • Self-Paced • Tutorials • Simulation • Games Performance Support • Knowledge Management • Workflow • Automation • Performance Support • Mobile & Wireless
- 50. Which Education ICT-Toolare you looking for? START DO YOU WANT TO TEST KNOWLEDGE? YES DO YOU WANT TO KEEP TRACK OF STUDENTS SCORE? YES Would Multiple Choice Suffice? YES Gimkit Quizizz No Formative Google Forms Microsoft Forms Socrative No Do you want a competitive game on the projector? YES Kahoot No Do you want to test with games? YES Would the material fit on flashcard ? YES Quizlet No Educaplay No DO YOU WANT TO BRAINSTORM WITH STUDENTS? YES Do you want your students to collaborate? YES Would short texts ands media such as images suffice ? YES Padlet Mindmeister No Google Docs Office 365 No Canva Piktochart Thinglink No Do you want to give your students input? YES Do you want to make an interactive presentation? YES Nearpod Lesson Mentimeter No Do you want to make an an animation video? YES Animaker PowToon No Do you want to make Videos interactive by adding questions? YES EDPuzzle Playposit Vizia H5P No Do you want to help students plan? YES MeisterTask No Do you want to facilitate online collaboration? YES Asana Microsoft Teams Trello No Do you want to to do an online quest? YES Goosechase
- 51. Some suggested activitiesto promote Digital Literacy, higher order thinking and construction of meaning in your classroom: Interactive whiteboard blogs, wikis, web pages related to their learning. Email/video chat exchanges Storytelling media Discussion Forum Video cameras. Media Analysis Your Choice..
- 52. Transformation -Infusion-Integration-Use- Awareness It’snot about TECHNOLOGY about TECHKNOWLOGY
- 53. Advantages of Technologyin the classroom? Digital Literacy Collaboration Creativity Factional Skills Critical Thinking and Evaluation Effective Communication Ability to Find and Select information Cultural and Social Understanding E-Safety
- 54. Adaptive Technologies ▪ Research ▪Development ▪ Ascent ▪ Maturity ▪ Decline ▪ Innovators ▪ Early adopters ▪ Early Majority ▪ Late Majority ▪ Laggards
- 55. What do Iknow now? www.kahoot.it DIGITAL LITERACY
- 56. Expectation and Keyinqury question Pedagogue Preparation Webinar ANSWERED partialy
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- 60. THANK YOU Questions, Ideas,Thoughts, Suggestions
- 61. Facilitators Contacts http://www.agakhanacademies.org/mombasa mainawagioko@ +254722721656 Mainawagioko dr.mainawagioko mainawagioko.blogspot.com Mainawagioko Gathijanga MainaWaGioko https://innovativelearningfacilitator.wordpress.com mainawagioko Maina WaGĩokõ Ph. D. Head Professional Development Center Aga Khan Academy, Mombasa Director LUA Global Coordinator (KIX) Global Facilitator Examiner and School Evaluator GAP International Board Member
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