Downloaded 12 times
Uploaded byJacqui Sharp
Arataki cluster
This document discusses different levels of technology integration in the classroom from entry to invention. It provides examples of how technology may be used at each level from basic skills like word processing to more advanced collaboration and student-directed learning. The focus is on the teacher's role and style of teaching at each level of integration.
Arataki cluster
- 1. 9.00– 9.30 http://puttheeinlearning.wikispaces.com/ Arataki Cluster Put the e into e-learning
- 2. The One- Two computers Traditional 1-3 students on a computer Classroom Word Processing, Math or Reading Games Broad Internet searches http://puttheeinlearnin g.wikispaces.com/Level s+of+Integration
- 3. Internet games Publishing Digital Teacher lead Classrooms instruction 1-1 computing
- 4. Self Managing • make choices • manage time Participators and Contributors • work with the teacher • teach each other • teach themselves • work as a team Thinkers • higher level thinking • organised thoughts Conveyors of Information • able to present and articulate • use text and graphics e-Learning classroom Collaborators • work with anyone and everyone • sharing
- 5. Teacher Level ofIntegration Entry Adoption Adaptation Appropriation Invention Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press.
- 6. Conventional teaching style Teacher desk Internet at front of never used room entry Furniture Computer is randomly covered scattered around Very little if Desks in rows any published work
- 7. Conventional teaching style Students prefer to work Furniture randomly alone scattered around Some computer Internet used rarely ‘Published’ work adoption Math games (no Integration is usually in direction) one curriculum area Word Processing Desks in rows Teaches elementary applications, keyboard Isolated tasks skills
- 8. Mostly conventional teaching Specific areas in style, works Computer classroom with groups centre is set up defined Periodically Desks in groups using projector and IWB Students prefer to work Consciously alone, but plans for ICT teacher integration organises in pairs or 3’s adaptation Students use internet Word processed frequently for work on walls broad internet searches Computer and Maths and keyboarding Reading skills taught software formally Teacher Some directed management activities and systems in place planning
- 9. Informal practitioner confidently using Students move technology freely around the Management classroom systems in place experimentng with digital tools Activities linked to Internet used classroom extensively in all teaching and curriculum areas learning appropriation Tables around the Desks swapped for edge of tables, very little room, curriculum mat area specific The room is full of children’s finished HOT models are work that is both used regularly computer presented and hand done. Student research Students work in skills well groups developed
- 10. Teachers and children are using a variety of digital equipment and software for both There is barely any teaching and mat area, enough for Informal practitioner learning purposes a small group of who involves students children. in the planning of Projector/IWB/mimio programmes and tasks is being used all day by teacher and students. Students are highly Classroom is divided independent and self up into curriculum managing and are able areas with large tables to make choices themselves about invention holding resource material. Learning what they are going to Centres are being do and how they are used freely. going to go about it Teacher is able HOT models are to recognise integrated when a skill throughout all needs to be curriculum areas taught Students learn the skills as they are needed
- 11. http://puttheeinlearning.wikispac es.com/Arataki Fill in the Google Form The levels of integration Discuss with people around you
- 12. 9.30 – 10.30 Session One Management
- 14.
- 15. Browsers http://puttheeinlearning.wikispaces.com/Digital+Toolkit Multimedia (Music, Movies Picture Editing) Wordprocessing Graphic Organisers, Drawing, Record ing and Reporting
- 16.
- 17.
- 18. http://puttheeinlearning.wikispaces.com/Reso On thewall urces+for+Adaptation+Stage Computer rules Keyboard shortcuts Skill cards Tasks for that particular computer Timetables Computer monitors Troubleshooting tips 18
- 19.
- 20. Set the tone Respect the equipment (remember it cost a lot of money) Press lightly on the keyboard (thumping it will eventually break the keys and then we may have to do without our computer for a few weeks while we wait for it to be fixed!) No food or drink by any computer equipment (If you have a problem see the computer monitor first before you ask the teacher) Please don’t download games and load it on to any of our equipment as it is illegal Please don’t change the desktop setup without the whole class approval Please work co-operatively and collaboratively at the computer centre Please keep to the roles assigned to you for your session Please don’t take the mouse off the mouse operator Book specific digital equipment by writing your name on the Whiteboard timetables Record tasks that you have completed on individual recording sheets Keep computer centre clear of clutter and unnecessary items Be self managing and organised, know what you need to do and how you are going to do it! http://puttheeinlearning.wikispaces.com/Reso urces+for+Adaptation+Stage
- 21.
- 22. Laminated Keyboards Keyboarding skillscan be taught as the part of the daily programme Stick a photocopied keyboard into the back of Handwriting book Have a few coloured laminated keyboards in a box for Keyboard games When you go to the lab, all children open up a Word, AppleWorks or Pages page and practice typing • Put your Pinky finger on the A • Put your Ring finger on the S • Type out your name 22
- 23.
- 24.
- 25.
- 26.
- 30. Monitoring Charts Mele Sam Moana Hans Joseph Jack Finn Danny Sonny Mika Lily Kelly Tom Sarah Angel
- 31. http://ictprofessionaldevelopment.wikispaces.com/Before+School Set before school activity
- 32. http://ictprofessionaldevelopment.wikispaces.com/Spelling+Activit ies+and+Ideas Morning Programme • Report back on Morning Task • Handwriting Cards • Spelling Activity • Keyboarding Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 name mice correct chocolate height beneath characteristic available not milk country choir hero between chemistry abduction now miss course coffee hoping bitter cigarette contradiction than moon cousin comb house blaze especially introduction that more cricket comfortable hung blood executive performance the train cries committee modern blossom exercise sentence then tree cruel community monotonous declaration exhausted cushion there truck daughter complete nation delightful expenses aluminium they tow decide computer national delivered extraordinary turquoise this under describe concert naughty Department fascinating audience
- 33. Writing Task board http://puttheeinlearning.wikispaces.com/Writi ng+and+e-Learning
- 34. METHODS OF DRAFTING, CONFERENCING, PUBLISHING One No Limit No Limit No Limit Five Five One http://ictprofessionaldevelopment.wikispaces.com/Writing
- 35. http://puttheeinlearning.wikispaces.co m/Writing+and+e-Learning Kathy Luke Milly David Kirsty Nick Jack Sarah David Tana Jordan Cam Report Where? What? Fatima Lee Philip Lui What did you see? Who? When? Angie Sione Lose Danny Paul Max Teina Lyn Sam Troy Sam Jack Louis
- 37. http://puttheeinlearning.wikispaces.co Drafting Self Check m/Writing+and+e-Learning
- 38. What do the children dowhile they are waiting to conference? http://puttheeinlearning.wikisp aces.com/Writing+Managemen t 38
- 39. Conferencing http://puttheeinlearning.wikispaces.com/Conf erencing
- 40.
- 41.
- 42. Example of Recording Thesecan be kept in a journal box attached to the wall. Or kept in individual clear files 42
- 43.
- 45.
- 46.
- 47.
- 48. Do… •Self tracking examples Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htm http://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm
- 50.
- 51. Some of theReading Choices
- 53.
- 54. Discuss how you can use it in your teaching Talk about what you have heard so far Break into 10 groups
- 55. 10.55 – 12.00 Curriculum Areas Putting e-Learning into How can this be Curriculum areas, how assessed, how is this does this link to to the all integrated? curriculum document.
- 56. Self Managing • make choices • manage time Participators and Contributors • work with the teacher • teach each other • teach themselves • work as a team Thinkers • higher level thinking • organised thoughts Conveyors of Information • able to present and articulate • use text and graphics e-Learning classroom Collaborators • work with anyone and everyone • sharing
- 57. Recall all basicmultiplication facts http://mathsandelearning.wikispaces.com/
- 58.
- 59.
- 60. Assessment Use exemplarson TKI http://www.tki.org.nz/r/assess ment/exemplars/eng/matrices /matrx_trans_deep_e.php
- 61.
- 62.
- 63.
- 64. Example of howPlanning reflects ICT Integration
- 65. • e-asTTle • Probe Summative • Spelling • Gloss • Digital Capabilities • Observations • Discussions Formative • Forums • Feedback and Feed forward • Measuring yourself against yourself Ipsative • Where was I? Where am I now? Where am I going to?
- 66. http://www.m Itemise the ideas indmeister.co you will use from m or today https://bubbl. us/ Mindmap how you have integrated so far Move into year group One person levels and have a look at sign up for the websites from this session free account And mindmap (5 x Yr 5-8) your ideas (3 x Yr 3-4 (2 x Yr 0-2)
- 67. 12.45 – 1.10 Sharing back 2 minutes Each group
- 68. 1.15 –2.00 Digital Toolkits http://puttheeinlearning.wikispaces.com/Digital +Toolkit
Editor's Notes
- #51 Ran out of time quickly for reading but was mostly about what the routines will be, and that students could choose from a wide range of Reading Options when they were not doing Guided Reading with me or related reading activity. More on this later.