ICT in the Elementary School
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This slideshow from our ES IT teacher provides a quick snapshot of some typical uses of ICT in the Elementary School at ISM.
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Paula Christophersen On Ict & Vels
The document discusses integrating ICT into the curriculum across different subject areas in 3 main ways:
1) Acquisition of ICT skills can occur through standalone ICT subjects or embedded within other subject domains.
2) ICT can be used as a tool to develop understandings across subjects through visualization, creation of information products, and communication.
3) Effective integration requires consideration of learning goals, responsibilities, assessment, teaching styles, and supporting teacher professional learning.
E learning
This document discusses e-learning and defines key related terms. It begins by defining e-learning as using computer technologies for learning purposes. It then distinguishes between online learning, e-learning, and blended learning. The rest of the document explores tools and approaches for e-learning, including learning management systems, virtual learning environments, mobile learning, and the flipped classroom model. It discusses benefits of e-learning such as convenience and flexibility. The document takes a broad look at e-learning trends and the future of integrating technology into education.
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The document discusses issues and prospects for integrating information and communication technology (ICT) into pre-service teacher education. It outlines different curriculum models for integrating theories, pedagogies, and technologies. Matrices from Ohio's SchoolNet and Hong Kong illustrate levels of ICT skills, from basic to expert/creative. Promising practices for teacher education include collaborations between faculty and practicing teachers, virtual learning communities, and online resources.
Digital Tools for Teaching in the 21st Century
This document outlines various digital tools that can be used for teaching in the 21st century. It begins by defining different levels of technical proficiency among teachers. It then discusses blended learning and how it combines face-to-face and online instruction. Several tools are presented for learning management systems, virtual classrooms, voice/video chat, blogs, wikis, audio/video recording, dictionaries, and more. Examples are provided for using blogs as course websites, cloud storage and voice over IP for distance lessons, and blended projects involving student collaboration. Teachers are encouraged to experiment with different tools and share ideas.
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