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EDUP2112; Technology Layout - Topic 1.pptx
- 1. EDUCATIONAL TECHNOLOGY About us studio shodweHome Startegy Contact PRESENTERS: ERICKA EVONNEY JENIUS MOHD KHAIRUL AFIF BIN MD ZAINI SAZWANI BINTI ANSIAN LECTURER: DR. EBON GANSOI EDUP 2112: TECHNOLOGICAL AND MEDIA DEVELOPMENT
- 2. CONTENT About us studio shodweHome Startegy Contact Pge 01 1. CONCEPT OF EDUCATIONAL TECHNOLOGY 2. ISTE – FOR STUDENT 3. ISTE – FOR TEACHER 4. ISTE – FOR LEADERS 5. ISTE – FOR COACHES 6. ISTE – FOR COMPUTATIONAL THINKING 7. INTRODUCTION TO EDUCATIONAL TECHNOLOGY DEVELOPMENT 8. GLOBAL EDUCATIONAL TECHNOLOGY DEVELOPMENT 9. EDUCATIONAL TECHNOLOGY DEVELOPMENT IN MALAYSIA
- 3. About us studio shodweHome Startegy Contact Page 02 CONCEPT Educational technology is a sophisticated process that addresses systemic educational demands. The scientific approach aims to improve the effectiveness of teaching and learning by integrating ideas, energy, resources, materials, methods, and procedures.
- 4. Page 03 This includeseverything from interactive whiteboards and tablets to educational software and online courses. These tools help to create an immersive learning environment. Digital Learning Tools Learning Managemen t Systems (LMS) Platforms like Moodle, Canvas, and Google Classroom help educators manage coursework, track student progress, and provide resources and assignments in a centralized online location. Online Learning This encompasses e-learning courses, MOOCs (Massive Open Online Courses), and online degrees. It allows learners to access education from anywhere in the world Artificial Intelligence (AI) AI can assist in grading, provide tutoring, and offer feedback. It's also used to analyze student data to predict performance and identify areas where they might need additional support. Gamification Applying game-design elements in non-game contexts to motivate and increase user engagement. Examples include badges, leaderboards, and point systems to encourage participation and competition among students.
- 5. Page 04 ASSOCIATION FOREDUCATIONAL COMMUNICATIONS AND TECHNOLOGY 1977(AECT) 1.DESIGN The Process of creating instructional system, including instructional design, message design, and learner characteristics 2.DEVELOPMENT The production of instructional materials, media, and learning environment 3. UTILISATION The applications and diffusion of instructional technology tools and resources 4. MANAGEMENT The organisation, implementation, and supervision of instructional technology programs 5. EVALUATION The assessment and measurement of instructional effectiveness and learning outcomes
- 6. Aspect AECT 1977AECT 1994 Number of Domains 5 Domains 5 Domains (Refined and Expanded) 1. Design Broad category for instructional design and planning More detailed, including instructional strategies and learner characteristics 2. Development Focus on media production Expanded to include specific technologies: print, audiovisual, computer-based, and integrated technologies 3. Utilization General use of instructional materials and tools More detailed, covering media utilization, diffusion of innovations, policy-making, and implementation 4. Management General administration of instructional technology Expanded to include project management, resource management, delivery system management, and information management 5. Evaluation Broad assessment of instructional effectiveness More refined, including problem analysis, formative and summative evaluation, and criterion-referenced measurement Overall Focus General framework for educational technology More structured and aligned with technological advancement in the 1980s and early 1990s
- 7. About us studio shodweHome Startegy Contact Page 09 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION ISTE stands for the International Society for Technology in Education. It is a nonprofit organization that focuses on advancing the use of technology in education to improve learning outcomes. ISTE provides standards, professional development, and resources to help educators integrate technology effectively in the classroom.
- 8. Page 06 ISTE -STUDENT: A framework to help students develop the skills they need to thrive in a digital world. These standards focus on critical thinking, collaboration, creativity, and responsible digital citizenship. EMPOWERED LEARNER • Student take an active role in their learning and set personal learning goals / They use technology to track their progress and seek feedback • Examples: A student uses an online portfolio to track improvements in writing over time ISTE - STUDENT DIGITAL CITIZEN • Students practice safe, ethical, and responsible technology use. / They protect personal data, respect digital laws, and combat misinformation • Examples: A student recognise phishing emails and understands the importance of privacy settings KNOWLEDGE CONSTRUCTOR • Student use digital tools to research, evaluate, and create knowledge. / They curate reliable sources and present information effectively • Examples: A student uses online database to research climate change and creates an infographic to share findings INNOVATIVE DESIGNER • Student analyse data, automate tasks, and break down complex problems. / They use technology to prototype, test, and refine ideas. • Examples: A student writes a simple program to organise and sort survey data.
- 9. Page 06 COMPUTATIONAL THINKER •Student analyse data, automate tasks, break down complex problems. / They use logic, patterns, and algorithms to solve real-world challenges. • Examples: A student writes a simple program to organise and sort survey data ISTE - STUDENT GLOBAL COLLABORATOR • Student uses technology to connect, collaborate, and learn with others worldwide. / They respect diverse perspectives and contribute to group projects. • Examples: A student participates in a virtual exchange program to collaborate with peers from another country on a science project CREATIVE COMMUNICATOR • Students uses various digital tools to express ideas creatively and effectively. / They adapt their communication style based on the audience. • Examples: A student creates a podcast series about historical events instead of writing a traditional essay.
- 10. Page 06 ISTE -TEACHER: A framework for teachers to integrate technology into their teaching practices effectively. These standards encourage educators to innovate, collaborate, and empower students using digital tools. LEARNER • Educators continuously learn to improve their teaching and stay updated with new technologies. / They seek professional growth through workshops, online courses, and peer collaboration. • Examples: A teacher joins an EdTech webinar to learn how to use AI tools in lesson planning. ISTE - TEACHERS CITIZEN • Educators promote digital citizenship by teaching students to use technology ethically, responsible, and safely. / They model online responsibility, protect privacy, and address digital equity. • Examples: A teacher educates students on recognising misinformation and the importance of online safety LEADER • Educators advocate for technology use and guide students and colleagues in adopting digital learning strategies. / They create a vision for transformative learning experiences. • Examples: A student uses online database to research climate change and creates an infographic to share findings COLLABORATOR • Educators work with colleagues, students, and experts to improve learning through technology. / They use online platforms and digital tools for collaboration. • Examples: A teacher partners with an international classroom to co-develop a virtual project on climate change
- 11. Page 06 DESIGNER • Educatorsdesign authentic, personalized learning experiences using technology. / They create lessons that are student-centred and engaging. • Examples: A teacher uses gamification and interactive simulations to teach math concepts ISTE - TEACHER ANALYST • Educators use data and technology to assess student progress and refine instruction. / They leverage analytics and formative assessments to improve student outcomes. • Examples: A teacher uses an AI-powered grading tool to analyse student writing patterns and provide targeted feedback FACILITATOR • Educators support active, student-driven learning and encourage critical thinking and creativity. / They use technology to facilitate exploration, problem- solving and innovation. • Examples: A teacher integrates coding into a science lesson, allowing students to simulate a planetary orbit.
- 12. ISTE: EDUCATION LEADERS •FOCUSES ON: • EQUITY • DIGITAL CITIZENSHIP • VISIONEERING • TEAM AND SYSTEM BUILDING • CONTINUOUS IMPROVEMENT • PROFESSIONAL GROWTH ISTE Standards for Leaders supports Students Educators Coach Targeting the knowledge and behaviours required for leaders Empower teachers and coaches, and boost student learning
- 13. 3.1 Equity and Citizenship Advocate Ensureaccess to skilled teachers • Educators skilled in technology: create authentic and engaging learning experiences a Ensure access to meet student needs • Ensure access to technology, connectivity, inclusive digital content and learning environment b Model inclusive, healthy use • Use of technology: to solve problems and strengthen community c Model safe, ethical and legal use • Use of technology • Critical examination of digital content d Use technology to increase equity, inclusion and digital citizenship practices
- 14. 3.2 Visionary Planner Develop, sustain vision •Wide range of perspectives from community Advance student learning and success a Build a strategic plan • Shared vision: collaboratively create a strategic plan – articulates how technology will be used to enhance learning b Evaluate plan progress • Evaluate plan Make corrections Measure impact Scale effective approaches: transform learning c Engage others in establishing a vision, strategic plan and ongoing evaluation cycle: transforming learning with technology
- 15. 3.2 Visionary Planner Communicate with stakeholders •Communicate effectively Gather input on plan Celebrate successes Engage in a continuous improvement cycle d Share experience with peers • Share: Lessons learned Best practices Challenges Impact of learning with technology (Peer sharing with other leaders) e Engage others in establishing a vision, strategic plan and ongoing evaluation cycle: transforming learning with technology
- 16. 3.3 Empowering leader Empower educators • Empowereducators – Exercise professional agency Build teacher leadership skills Pursue personalized professional training a Build educator competency • Build confidence and competency of educators: putting the ISTE Student Standards and ISTE Educator Standards into practice b Create culture that empowers teachers and learners to use technology innovatively enrich teaching and learning
- 17. 3.4 System designer Ensure sufficient and scalable resources •Ensure resources and infrastructure – sufficient and scalable Support effective use of technology Able to meet future demands b Leaders build teams and systems: to implement, sustain and continually improve – use of technology support learning Establish equitable policies • Establish equitable technology policies support effective learning a
- 18. 3.4 System designer Establish strategic partnerships • Supportstrategic vision • Achieve learning priorities • Improve operations d Leaders build teams and systems: to implement, sustain and continually improve – use of technology support learning Protect student privacy and security • Ensure students and staff observe: Effective privacy and data management policies c
- 19. 3.5 Connected learner Participate in PLNs •Professional Learning Networks (PLNs) Participate regularly: collaboratively learn with and mentor other professionals b Leaders: • Model and promote continuous professional learning for themselves and others Stay current on innovation in learning • Set goals: remain current on • Emerging technologies for learning • Innovations in pedagogy • Advancements in the learning sciences a
- 20. 3.5 Connected learner Navigate continuous development • Developskills needed to: • Lead and navigate change • Advance systems • Promote mindset of continuous improvement how technology can improve learning d Leaders: • Model and promote continuous professional learning for themselves and others Engage in reflective practice • Use technology to: regularly engage in reflective practices support personal and professional growth c
- 21. ISTE: Coaches 4.1 Change Agent Createa shared vision Ensure equitable use of tool Cultivate supportive coaching culture Coaches: inspire educators and leaders to use technology • Using technology to learn and accelerate transformation through the coaching process. • Meeting the needs of each learner. • Create equitable and ongoing access to meaningful learning • Encouraging educators and leaders to achieve a shared vision and meet individual goals. Recognise high-impact teaching • Recognise educators acro ss the organization who use technology effectively to enable high- impact teaching and learning Maximise potential of energy • Connect • Leaders, • Educators, • Instructiona l support, • Technical support, • Domain experts • Solution providers Maximize potential of technology for learning.
- 22. ISTE: Coaches 4.2 Connected learner Deepenexpertise through professional learning Participate in PLNs Commit to continuous improvement Coaches: model the Student and Educator standards • Pursue professional learning: deepens expertise with the ISTE Standards • Serve as a model for educators and leaders • Actively participate in professional learning networks • Enhance coaching practice • Keep current with emerging technology, innovations in pedagogy and the learning • Identify ways to improve their coaching practice • Establish shared goals with educators • Reflect on successes • Continually improve coaching and teaching practice.
- 23. ISTE: Coaches 4.3 Collaborator Personalised supportfor educators Evaluate effectiveness of tools for learning Identify relevant learning content with educators • Planning and modeling the effective use of technology improve student learning • Partner with educators to evaluate the efficacy: • To inform procurement decisions and adoption • improve instructional practice and learning outcomes • Partner with educators to identify digital learning content that is: Culturally relevant, Developmentally appropriate Aligned to Cultivate coaching relationship • Establish trusting and respectful coa ching relationships t hat encourage educators to explore new instructional strategies Coaches: establish productive relationships with educators
- 24. ISTE: Coaches 4.4 Learning Designer Modelinstructional design principles Collaborate to accommodate learner needs Support effective assessment • Model use of instructional design principles with educators • Create effective digital learning environments • Collab. with educators: • Design accessible and active digital learning environments Accommodate learner variability • Design learning experiences and environments that meet the needs and interests of all students • Help educators use digital tools Provide timely feedback Support personalized learning Collaborate on learning design • Develop authentic, active learning experiences Foster student agency Deepen content mastery Allow students to demonstrate competency Coaches: model and support educators
- 25. ISTE: Coaches 4.5 Professional learning facilitator EvaluatePD impact Build capacity Design quality professional learning Coaches: plan, provide and evaluate the impact of professional learning for educators and leaders • Evaluate the impact of professional learning • Continually make improvements to meet the schoolwide vision • Using technology for high- impact teaching and learning • Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback • Use of technology to advance teaching and learning. • Design based on needs assessments and frameworks for working with adults • Supports their cultural, social- emotional and learning needs
- 26. ISTE: Coaches 4.6 Data-driven decisionmaker Support student data use Help educators interpret data Facilitate data collection and analysis Coaches: model and support the use of qualitative and quantitative data • Partner with educators • Empower students to use learning data: a) Set their own goals b) Measure their progress • Support educators to interpret qualitative and quantitative data • Inform their decisions and support individual student learning • Inform their own instruction and professional learning • Securely collecting, protecting and analysing student data.
- 27. ISTE: Coaches 4.7 Digital citizen advocate Supportothers in protecting personal data Evaluate online content Foster inclusive, balanced use • Empower educators, leaders and students to make informed decisions To protect their personal data, To curate the digital profile they intend to reflect • Recognise the responsibilities and opportunities essential in living in a digital world • Coaches collaborate with educators, leaders and students • Foster inclusive online spaces • Foster healthy balance in their use of technology Encourage civic engagement • Encourage educators and students to use technology to address community challenges Coaches: model digital citizenship and support educators and students • Coaches support educators and students To critically examine the sources and accuracy of online content To evaluate underlying assumptions, biases, and perspectives
- 28. ISTE: COMPUTATIONAL THINKING Components 1.Computational Thinking (Learner) Educators continually improve their practice by developing an understanding of computational thinking and its application as a cross-curricular skill. Educators develop a working knowledge of core components of computational thinking, such as decomposition, gathering and analyzing data, abstraction, algorithm design, and the impacts of computing on people and society. 2. Equity Leader (Leader) All students and educators have the ability to be computational thinkers and CS learners. Educators proactively counter stereotypes that exclude students from opportunities to excel in computing and foster an inclusive and diverse classroom culture that incorporates and values unique perspectives; build student self-efficacy and confidence around computing; address varying needs and strengths; and address bias in interactions, design and development methods. 3. Collaborating Around Computing (Collaborator) Effective collaboration around computing requires educators to incorporate diverse perspectives and unique skills when developing student learning opportunities, and recognize that collaboration skills must be explicitly taught to lead to better outcomes. Educators work together to select tools and design activities and environments that facilitate these collaborations and outcomes.
- 29. ISTE: COMPUTATIONAL THINKING Components 4.Creativity & Design (Designer) CT skills can empower students to create computational artifacts that allow for personal expression. Educators recognize that design and creativity can encourage a growth mindset, and work to create meaningful CS learning experiences and environments that inspire students to build their skills and confidence around computing in ways that reflect their interests and experiences. 5. Integrating Computational Thinking (Facilitator) Educators facilitate learning by integrating computational thinking practices into the classroom. Since computational thinking is a foundational skill, educators develop every student’s ability to recognize opportunities to apply computational thinking in their environment.
- 30. Set professional learning goals Learnhow & when to use computation Leverage CT experts & resources Develop a growth mindset Recognize inequities & opportunities of CT ISTE: COMPUTATIONAL THINKING a) Computational Thinking: Learner
- 31. Nurture student CT confidence Create culturally responsive learning Fosterinclusive practices Drive equitable student participation Communicate impact of computing ISTE: COMPUTATIONAL THINKING b) Equity Leader
- 32. Formulate computational solutions Support student collaboration Collaborate to createcross- discipline activities ISTE: COMPUTATIONAL THINKING c) Collaborating Around Computing (Collaborator)
- 33. Design activities with datain mind Design authentic learning activities Teach human- centred design Promote varied viewpoints & agency ISTE: COMPUTATIONAL THINKING d) Creativity & Design (Designer)
- 34. Account for learner variability Empower student choice Vary instructional approaches Usealternative assessments ISTE: COMPUTATIONAL THINKING e) Integrating Computational Thinking (Facilitator)
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- 36. INTRODUCTION Early Development (1960s-1990s) • Programmedinstructions • Teaching machines Digital Transformation (2000s-2020s) • Introduction of digital projectors • Exposure to e-learning platforms • Cloud storage Current Trend (2020s-beyond) • Artificial Intelligence (AI) • Virtual and Augmented Reality • Blockchain in education • Hybrid & blended learning
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- 38. Hybrid and Flexible Learning ArtificialIntelligence (AI) Gamification Microlearning Blockchain Project-Based learning with Technology Coding Initiative and Computational Thinking Data-Driven Learning Augmented Reality (AR) and Virtual Reality (VR) Global Collaboration in Digital Education
- 39. 3 • Used to personalise learning. •Century Tech and Squirrel AI suggests suitable learning that tailor the weaknesses and strengths of students. GLOBAL EDUCATIONAL TECHNOLOGY DEVELOPMENT • The combination of face-to- face and online learning. • University such as Harvard and Stanford offer courses online and hybrid learning. • Elements of game is implemented to engage higher students’ participation and motivation. • Kahoot!, Quizziz, Wordwall and Classcraft enable teachers to do interactive quizzes. • An approach where contents are divided into smaller parts, usually into a short video or quiz. • Duolingo and Linked In Learning help students to learn new skills faster. • Used to store and verify academic records safely. • MIT distributes digital diploma using blockchain technology to ensure originality and reliability. Hybrid and flexible learning Artificial Intelligence (AI) Gamification Microlearning Blockchain
- 40. 3 • A lotof schools have been introducing coding and computational thinking into the school curriculums – 21st century learning skills. • UK introduced coding in the curriculum since 2014. GLOBAL EDUCATIONAL TECHNOLOGY DEVELOPMENT • Students carry out projects creatively using technology devices. • Students use Scratch to create animation or portable application. • Data analysis is used to evaluate students’ achievement and increase the effectiveness of teaching process. • Knewton and Dreambox uses data to give suggestions that tailor students’ needs. • AR and VR create better and interactive learning experiences. • Students are able to use VR to explore historical sites or carry out Science experiments virtually. • A lots of countries cooperate in developing digital education. • Google and UNESCO collaborate to provide technology courses to teachers in developing countries. Project-Based Learning with Technology Coding Initiative and Computational Thinking Data-Driven Learning Augmented Reality (AR) and Virtual Reality (VR) Global Collaboration in Digital Education
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- 42. Pelan Pembangunan Pendidikan Malaysia (PPPM) PelanDigital Pendidikan Online Learning Platform Hybrid and Flexible Learning Internet and Devices Initiative Digital Content Development Teachers Training Augmented Reality (AR) and Virtual Reality (VR) Coding and Computational Thinking Initiative Collaboration with Technological Companies Technology Project- Based Learning
- 43. Pelan Pembangunan Pendidikan Malaysia(PPPM) 2013-2025 Emphasises the importance of integrating technology into education - increase learning quality.
- 44. Pelan Digital Pendidikan To fastendigital transformation in education system – usage of digital devices, online platform and technological infrastructure development. Schools integrate PBL with technology – students utilise technology to produce creative projects. i.e. Students use Scratch to create animation or portable application. Technology Project- Based Learning
- 45. Online Learning Platform DELIMa (Digital Educational Learning Initiative Malaysia) - Access to materials i.e. ebooks, videos and interactive application. Google Classroom and Microsoft Teams – Assign tasks and conduct online classes.
- 46. Hybrid and Flexible Learning Combination of face-to- face session and online session. Activities include sharing videos, online quizzes and forums. Program Jaringan PRIHATIN - Government provides free internet access to students and teachers. - B40: receives laptops or tablets. Program Cerdik - Government and NGO provide internet access and devices to students in need. Internet and Devices Initiative
- 47. Digital Content Development MOEand local educational institutions develop digital contents such as eBooks and interactive applications. i.e. TV Pendidikan
- 48. Teachers Training MOE implements trainingprogrammes to increase teacher skills in using technology. i.e. PLC, Program Guru Digital MOE introduces coding and computational thinking in the curriculum via RBT and Asas Komputer. i.e. mydigitalmaker Coding and Computational Thinking Initiative
- 49. Augmented Reality (AR) andVirtual Reality (VR) Some schools in Malaysia apply AR and VR to enhance learning experience. i.e. Students use AR/VR to explore Science, History and Geography concepts interactively.
- 50. Collaboration with Technological Companies MOE collaborates with companies such as Google, Microsoft and Intel to provide devices and digital learning platforms. i.e. Google offers free access to Google Workspace for schools in Malaysia.
- 51. SIGNIFICANCE • Makes educationmore accessible to people worldwide Accessibility • Makes learning more engaging and fun Engagement • Automation of administrative tasks and grading systems allows educators to focus more on teaching and less on paperwork Efficiency
- 52. REFERENCES 3. EDUCATION LEADERS.(2024, JULY 15). ISTE. HTTPS://ISTE.ORG/STANDARDS/EDUCATION-LEADERS 4. COACHES. (2024, JULY 15). ISTE. HTTPS://ISTE.ORG/STANDARDS/COACHES COMPUTATIONAL THINKING COMPETENCIES. (2024). ISTE. HTTPS://ISTE.ORG/STANDARDS/COMPUTATIONAL-THINKING- COMPETENCIES