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Ict integration by saedah 27 may 2010
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
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Ict integration by saedah 27 may 2010
- 1. ICT-Enhanced Teachingand Learning Environment
- 2. Page What we want to learn here? From where we start? An overview of today presentation
- 3. Page What we want to learn here? From where we start? We need to define what is Web 2.0: How the Web 2.0 changed our way of making and sharing knowledge? An overview of today presentation
- 4. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it? We need to define what is Web 2.0 is: How the Web 2.0 changed our way of making and sharing knowledge? An overview of today presentation
- 5. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it We need to define what Web 2.0 is: How Web 2.0 changed our way of making and sharing knowledge? Next generation learning, how can we reach out to our students? An overview of today presentation
- 6. Page What we want to learn here? From where we start? E-learning : which tools we have and how to choose it and use it What kind of learning strategies are we going to use? We need to define what is Web 2.0 is: How the Web 2.0 changed our way of making and sharing knowledge? Next generation learning, how can we reach out to our students? An overview of today presentation
- 7. Students : Digital Natives “ We have reached the point where our students are no longer the ones that our systems were designed for, and that our teachers were trained to teach.” Marc Prensky Open Letter to Obama Administration Page
- 8. Ancient History: Web 1.0 Internet Content In Web 1.0 the Internet is considered an information repository , a place to access whatever information someone would place on it. Content Providers would digitise everything they had: news, print, videos, photos, and post them in web pages for viewers to access. Webmasters would take care of providing the web pages for the rest of us to browse. Users would view or download the content found there. The only contributions from users to the internet were in discussion boards. Page
- 9. Web 2.0 WebApplications In Web 2.0 the Internet is a repository for applications , which allow users to perform tasks or create objects without software or servers. Expands Web 1.0 concepts by allowing extensive user-supplied content . Additionally, permits easy social interaction among users. All tasks, functions, productions, etc. are performed from any machine via only a web browser . These developing interactions among users and web apps is becoming known as cloud computing . Page
- 10. Web 2.0 inSchools, for Teachers and Pupils Web 2.0 applications are more than just alternatives to desktop applications such as we find in our computer labs. Their affordances offer us some interesting options for changing our pedagogies. Let’s take a few affordances: Collaborative learning & teamwork Social creation of knowledge Independent learning and self-monitoring Social and emotional learning Preparing for the knowledge economy
- 11. What are these Web 2.0 apps, anyway ? Used for: Collaboration Personal Social Sharing Graphic Organisers Concept-Mapping Mind-Mapping/ Planning/ Brainstorming Media creation & sharing Podcasting/Vodcasting Vidcasting/ Screen Casting Online Conferencing/ Audio Forums Productivity Office Photo Editing/ 3-D Modeling Journals Blogs Collaborative Writing Wikis Social Networking Facebook Platforms & Collaborative Websites Google Sites Page Types or genres:
- 12. Students: Digital Natives Factors for success: Technology forms essential 21st century skills develops independent learners appeals to kids and young adults But how to sieve information and extract what is relevant discerning so that they can shield themselves from harm while adopting ethical practices in cyberspace Page
- 13. Our Growing Needto Connect Web 2.0 service offerings grow day by day. The expectation is that new services will continue to surface and develop into online tools that compliment educational experiences. Our students gravitate to Web 2.0 because it recognizes their individual contributions and it validates the essential need to connect. Some of the sites need to be checked out first before they are used in the classroom. Source : " Web 2.0 Wave Rolls into Classrooms" by Donald Hawkins, April 2007 Classroom Connect Newsletter, Volume 13, No. 7 Facebook - is a social utility that connects you with the people around you. MySpace - An international site that offers email, a forum, communities, videos and weblog space. Scrapblog - is the best place to share your digital scrapbooks with your friends, family, and the world. Page
- 14. Alert There aremany Web 2.0 “apps” which are useful for both learning and teaching, so the teacher will need to think creatively how to apply them to particular learning problems. The sites on the following slides are NOT comprehensive. Rather, they are to give you a general picture of view of what we mean by Web 2.0 . These web apps are growing at a rapid pace… Some may have even disappeared since this presentation was created! Next month, next year will find many, many more and varied offerings. If you locate any others, please share them with the class! Page
- 15. Classroom Applications Zoho Virtual Office - Online office tool that has developed a wide variety of integrated online collaboration tools. Google Docs and Spreadsheets - Google has grouped services that include photo album, email and calendar. You can create and share projects online and access them from anywhere. gOffice - provides an online office suite which allows customers to quickly create documents via a web browser. Thinkfree - is the leader in next-generation office productivity solutions for platform independent, anytime, anywhere-computing. Creating ePortfolios with Web 2.0 Tools - Dr. Helen Barett, in 2006, began exploring the use of Web 2.0 tools, and constructed portfolios using these tools. One advantage of Web 2.0 tools is that many of them are free. SlideShare - is the world's largest community for sharing presentations on the web. Podomatic - www.podomatic.com Allows you to record and post a podcast online. Vodcasts are podcasts with synchronised video. (Note: There are many desktop applications which allow the creation of podcasts offline, and which are then uploaded to the Internet.) Page
- 16. Organizers, To-Do's andNote Taking We appear to be always busy and Web 2.0 offers us many "organizers", "to-do's" and "note-taking" to help us with our daily tasks. Gradefix - Simply add your homework tasks and Gradefix will work them into your schedule . Backpack - is a simple web-based service that allows you to make pages with to-do lists, notes, files, and images. Chalksite - It's the quickest, simplest route to expanding your classroom onto the internet. NoteMesh - is a free service that allows college students in the same classes to share notes with each other. Google Sites - makes creating a team site as easy as editing a document; use it to centralize all types of information -- from videos to presentations -- and share your site with just a few people, your entire organization, or the world. Page ICT can foster collaborative learning Teacher: the Key Change Agent
- 17. Design of learningactivity is important to the use of ICT tools Pedagogical Designs Problem-based learning Project-based learning Page Web Applications
- 18. Thinking Tools MindMaps are one of the most effective ways of thinking through issues and making connections to new ones. Use FreeMind! Page
- 19. Using Language Workingwith and making meaning of the codes in which knowledge is expressed. text graphics movies audio games web pages Page
- 20. Text Page http://www.openoffice.org/
- 21. Collaborative Writing http://wikispaces.com Page http://docs.google.com
- 22. Graphics http://www.gimp.org Page
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- 26. Audio Page http://www.audacity.org
- 27. Podcasting Page http://saedah.podomatic.com/
- 28. Games http://scratch.mit.edu Page
- 29. Managing Self Enterprising,resourceful, reliable and resilient NetVibes PageFlakes MyYahoo iGoogle Flock Del.icio.us Bloglines Tagging Page
- 30. RSS Aggregators http://www.netvibes.comhttp://www.bloglines.com Page
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- 32. Relating to OthersInteracting effectively with a diverse range of people in a variety of contexts Skype iChat Twitter 43 things Forums/lists Video conferencing Page
- 33. Instant Messaging http://www.skype.com http://www.yammer.com http://www.apple.com/support/ichat/ Page
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- 36. Participating and ContributingBeing actively involved in communities… Blogs Wikis Twitter MySpace Bebo Facebook Shelfari Frappr Page
- 37. http://www.secondlife.com Page
- 38. Multimedia brought theworld into the classroom... Smart technologies will take the classroom into the world. Page
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- 46. Challenges, Problems &Possibilities Pedagogical How to scaffold student blogs? How to encourage quality thinking, reflecting, and writing? What about casual language usage? Societal Do students understand privacy ? How to handle abuse? How to prevent commercial exploitation? Logistical How to choose a satisfactory platform? Problems enrolling students (un/pw) How to monitor ? (A teacher really needs RSS to manage all the posts from students). Page
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- 48. Next Steps Whatis the ONE thing from this presentation that you are going to act on or pursue further? Page
- 49. Page ? Do You Have Any Questions? ? ?
Editor's Notes
- #20 Literacy Language of film, gaming, 3D etc Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
- #30 This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.
- #33 Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.
- #37 This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
- #38 Vision statement from the NZ Curriculum document