The document discusses how technologies are used in different ways by students for learning. It finds that students use a variety of tools for communication, accessing information, and managing their work. They are comfortable using different media and switching between tools as needed. Students also have high expectations around being able to access information and communicate online.
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Module 6: Integration of ICT in Teaching-Learning and AssessmentNISHTHA_NCERT123
Learning Objectives
After going through this module, the learner will be able to
• Explain the meaning of ICT
•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Module 6: Integration of ICT in Teaching-Learning and AssessmentNISHTHA_NCERT123
Learning Objectives
After going through this module, the learner will be able to
• Explain the meaning of ICT
•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Conole Final Queens
1. How can we predict for the unknown? Drawing out underlying trends from existing practice Gráinne Conole Institute of Educational Technology [email_address] Enhancing the education environment Queens University, Belfast 18 th September 2006
2. The macro and micro context Current developments Complexity and Interconnection: macro and micro contexts Bridging the gap
3. Contemporary perspectives in e-learning , Conole and Oliver (eds), Forthcoming. RoutledgeFalmer Organisational issues Changing roles Strategy & policy Structures & processes Staff development Underpinning technologies Mobile & ubiquitous technologies The Grid: E-Science & E-Social Science Personalised & adaptive Standards Infrastructures Pedagogical aspects E-literacies New pedagogies Models of practice Case studies of innovation Learning design Experiences & perceptions
4. Learner Experiences Project LXP Student experiences Subject discipline differences Uses of technologies Effective e-learning strategies J. Darby - Southampton, M. de Laat - Exeter, T. Dillon - Bristol Online survey Audio logs Interviews www.geodata.soton.ac.uk/eLRC/learner_survey
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7. Survey qualitative data I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers. Search engines are used to find news articles I use them to find out information for assignments, and also to help me clarify my notes on each subject area that I study. Instant messaging is used to discuss issues with friends if a topic is not understood Use it to manage my data and thoughts... endnote for referencing spss - stats software - easier Data entry, producing stats The first thing i do when given any piece of word is type it into a search engine! this gives me the opportunity to see how different people interpret the title. from there i can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. e-mail is always vital with communicating with different mediums. teachers for support
8. Survey qualitative data The use of the internet has replaced many aspects of my studying before I used the internet. I generally start by using the internet for research and then move to books etc when I have the background info My PDA is useful for reading things when I'm on the move. I use my laptop to store data and type my course works. The MP3 player serves as a storage media used to save most of my assignments, electronic journals and articles, while I use MS word application to type most of my course works. The electronic library gives me access to books, journals and articles all of which are important for my study Instant messenger and skype for communicating with students, powerpoint for laying out slides and revision notes. Do not use any graphical packages for my studies but do use them for extra-curricular activities
10. Information Content Materials and information freely available on the Internet Perceived worth and value of material More interactivity Higher presentation standards Evaluation New skills needed in terms of assessing worth of content over the internet and ensuring work is that of the student Interactivity Gaming generation, used to highly, engaging and entertaining environments Evidence of a shift from passive to interactive interactions across all aspects of their learning
11. Communication Communication Using tools in a variety of ways to communicate – with friends, family, peers and tutors Use of the internet to access expert knowledge (indirect form of communication) Expectation of being able to communicate with anyone about anything when they want to Collaboration New forms of collaboration possible both with peers and via new ‘smart’ and adaptive technologies – distributed cognition and shared enterprise with tools
12. Environment Media Mixed media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading Near ubiquitous Many now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere
13. Perceptions Comfortable with technology See it as integral Nothing special – another tool to support their learning Sophisticated use Different tools for different purposes Critically aware of the pros and cons Expectations Access up to date and relevant information and resources vital Implications Mismatch between institutions perceptions of student use of technology and actual use
14. Practice Integrated Use of tools in a combination of ways to suit individual needs Evidence of mixing and matching, comfortable with switching between media, sites, tools, content, etc. Pervasive and personalised Extensive use to find, manage and produce content Use of computer, internet and books simultaneously Using their community of peers to share resources, get help, peer assess Changing work patterns New working practices using an integrated range of tools Use of tools is changing the way they gather, use and create knowledge Skills – shift from lower to higher levels of Blooms taxonomy Management Sophisticated at finding and managing information (searching and structuring) Used to having easy access to information (for travel, entertainment etc) and therefore have an expectation of the same for their courses
16. Culturally rich and complex society with changing norms and values Unpredictable, constantly changing world Giddens Virioli Increasing impact of technology Unintended consequences and manufactured risks Becks Networked society Castells
17. Society Work Education Technology Globalisation Cultures Time Values Boundaries Fads Policy directives Economy Identity National Strategy Mission Institutional Individual roles and identities Individual
19. Mobile technologies Blogs and Wikis Technology-enabled spaces Personalised environments Grid technologies Adaptive technologies Podcasting
20. ICT affordances Access to wealth of resources Information overload , quality issues New forms of dialogue Literacy skills issues New forms of community Learner identity and confusion Speed of access, immediacy Lack of permanency, surface Virtual representations Lack of reality, real is fake Accessibility Speed of change Diversity Communication & collaboration Reflection Multimodality Risk Immediacy Monopolisation Surveillance Conole and Dyke, 2004
21. Learning by doing Through experience Through dialogue Socially situated Through reflection Mercer Vygotsky Laurillard Papart Kolb Dewey Lave Jarvis Paiget Wenger Constructivism Communities of practice Social learning Cognition Key characteristics of learning In the company of others
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23. Activities Use of different mobile devices in a range of settings (formal and informal) and for a range of purposes (collecting data, communicating findings, instructing others), imparting situated information Assistive and mind mapping software to help develop presentation skills Vicarious or experiential learning through videos and peer critique Collaborative learning through discussion – ‘ virtual student common rooms’ and cyber café, collaboration assessment tasks Rich, authentic virtual or blended augmented environments to encourage active, constructivist learning Extensive and flexible repositories of resources which can be used and repurposed in a variety of ways
28. Making the link Didactic Re-production of knowledge Approach Outcome Tasks Assessment Knowledge Assimilative Problem based Application of concepts to problems Analysis Info handling Dialogic Critique and argument Evaluation Communicative
30. Associative Present concepts Assign tasks Adapt in light of feedback Represent concepts Present content Assign tasks Give feedback Test understanding Acquisition of skills through sequences of concepts/tasks and feedback Guided instruction Drill and practice
31. Tasks Listen to video (assimilative) Respond to questions using PRS/whiteboard (Info handling and experiential) Whole group discussion (communicative) Roles: Indiv. and whole class Tools and resources: video, PRS, whiteboard Assessment: formative ESOL Learners can check understanding through series of structured tasks and iterative feedback
32. Constructivist Present concepts Orientation in relation to own knowledge Exploration choice of resources to solve problem Reflect observation Active experimentation Application of knowledge gained Construction of meaning based on prior experience and context Problem based Active learning Abstract conceptualisation Concrete experience
33. Tasks Read problem (assimilative) Explore environment (experiential) Identify relevant resources (Info handling) Apply resources to problem (experiential) Written report on recommendations (productive) Roles: Individual Tools and resources: Website, virtual PDA, video clips, online subject specific tools Assessment: summative Exploring the Nardoo Learners set ecological problem & use of range of resources to solve
34. Situative Set discussion topic Set up format of debate Engage in discussion Participate in scenario Apply to personal context Plenary and reflection Learning in social and/or authentic settings Dialogic Situated learning Reflect and discuss Set up work- based scenario
35. Tasks Establish context (assimilative) Do scenario (experiential) Watch play back (assimilative) Peer critique (communicative) Reflective diary (productive) Roles: Group Tools and resources: VIP suite, video camera, e-portfolio, subject specific tools & instruments Assessment: summative Virtual Interactive Practice Learners develop understanding together through authentic scenarios followed by peer-group critique
36. Technologies for learning Technologies for life Information Communication Passive Interactive Individual Social
37. Learning object Shared repository Active Passive Experience Information Social Individual
39. Chat Archived text Active Passive Experience Information Social Individual
Editor's Notes
It’s a rather a daunting proposition having to do an inaugural as it is difficult to know how to pitch it and it feels as if you are leaving your research philosophy very much bear. Also should one describe some in depth research or a broad overview? I have decided to opt for the latter. What I hope to do in this talk is three things. Firstly, I hope I can share with you my passion for this area of research and show you why I think it is such an exciting area to be working in. Secondly, I hope to be able to demonstrate why this is an important area, highlighting ways in which it is impacting on policy and practice. Thirdly, I would like to give you a snapshot of some of my current research interests.