Presentation group ii
•Download as PPT, PDF•
0 likes•280 views
This document discusses further concerns in developing information and communication technology (ICT) in language learning. It outlines teachers' responsibilities in maintaining ICT competence and adjusting their curriculum. ICT facilitates more independent learning, direct feedback, and faster access to materials. Teachers must recognize individual learning problems, use standard software carefully, and monitor learning. The document also discusses the impact of ICT in making learning more learner-centered and allowing students to explore and create language. It emphasizes the need for accessibility, training, utilization of multimedia, and components like hardware, software and human skills for successful ICT integration in language learning.
Report
Share
Report
Share
Recommended
Further concerns in ict development
This document discusses further concerns in developing information and communication technology (ICT) in language learning. It outlines the responsibilities of teachers in maintaining understanding and competence in using ICT, adjusting their thinking and curriculum, and facilitating independent learning. Teachers must also recognize individual learning problems, use standard software, make careful choices about information and media, and monitor the learning process. The document also discusses the impact of ICT in making learning more learner-centered and allowing students to explore and create language. It emphasizes that successfully integrating ICT requires accessibility for all learners, training for teachers, use of multimedia, and laboratory facilities.
National educational technology standards
This document outlines how a school compares to national educational technology standards. It discusses how the school incorporates technology into every classroom to promote creativity and innovation. It also details how the school uses an extended learning center, groupwise email, and wiki sites to encourage communication and collaboration. The school provides resources and education to help students research online and evaluate website credibility to improve research and information fluency.
Summarize two evaluation studies
This study examined the gap between preservice teachers' technological knowledge and skills versus their confidence in using technology for classroom instruction. Twenty-six preservice teachers participated. They completed two surveys - one to measure their proficiency with technology and one to measure their confidence in integrating specific technologies into teaching. The study aimed to determine how to better support preservice teachers in enhancing their technology use for student teaching.
ICT for Education and R&D
The document discusses the direction of information and communication technology (ICT) for education and research. It outlines how ICT can facilitate learning and research collaboration. Emerging technologies like broadband, wireless access, social media, and cloud computing are changing how people access and share knowledge. This impacts the roles of teachers and researchers. Teachers need to focus on developing thinking skills in students and guiding group collaboration. Researchers can use ICT to more easily communicate and collaborate. Universities should develop open online course platforms and learning management systems to facilitate open knowledge sharing.
Educational Technology
This document discusses methods for differentiating instruction and universal design for learning through educational technology. It describes differentiated instruction as customizing learning to meet student needs by providing varying content, strategies, and assessments. Universal design for learning removes barriers to learning by offering flexibility. The document provides examples of using technology to differentiate content, process, and product, as well as assistive technologies at different levels. It emphasizes equitable access to technology and promoting cultural understanding through instructional practices and materials that validate student identities and foster respect among diverse learners.
Open and e learning
This document is supportive for students, teachers and other educators. It has developed based on the basic concept of Open and e-learning as well as ICT using technique.
Educational technology 2, lesson 6
This document outlines basic digital skills that teachers need to develop in students, including:
Solution fluency, which is the ability to creatively solve problems. Information fluency involves accessing, retrieving, and assessing information from various sources. Collaboration fluency refers to teamwork skills for virtual partnerships. Media fluency is evaluating messages from different media sources. Creativity fluency adds design and storytelling. Digital ethics are guided by principles like citizenship. Higher-order thinking involves skills like analysis, evaluation and creation. Bloom's Taxonomy outlines cognitive skills from remembering to creating. Both brain hemispheres are important for digital skills.
Edtech. joseph-ian-quiambao
The document discusses educational technology and its integration into teaching and learning. It outlines objectives of providing knowledge and skills on technology integration, imparting learning experiences in instructional technology, and acquainting students with information technology. It discusses concepts like student-centered learning, increasing access to technology, and how technology can enhance critical thinking skills. It also covers digital fluency skills, the role of technology in developing higher-order thinking, and the computer as a teacher's tool. The author expresses learning the importance of integrating technology in the learning process to impart quality education and showcase creativity.
Recommended
Further concerns in ict development
This document discusses further concerns in developing information and communication technology (ICT) in language learning. It outlines the responsibilities of teachers in maintaining understanding and competence in using ICT, adjusting their thinking and curriculum, and facilitating independent learning. Teachers must also recognize individual learning problems, use standard software, make careful choices about information and media, and monitor the learning process. The document also discusses the impact of ICT in making learning more learner-centered and allowing students to explore and create language. It emphasizes that successfully integrating ICT requires accessibility for all learners, training for teachers, use of multimedia, and laboratory facilities.
National educational technology standards
This document outlines how a school compares to national educational technology standards. It discusses how the school incorporates technology into every classroom to promote creativity and innovation. It also details how the school uses an extended learning center, groupwise email, and wiki sites to encourage communication and collaboration. The school provides resources and education to help students research online and evaluate website credibility to improve research and information fluency.
Summarize two evaluation studies
This study examined the gap between preservice teachers' technological knowledge and skills versus their confidence in using technology for classroom instruction. Twenty-six preservice teachers participated. They completed two surveys - one to measure their proficiency with technology and one to measure their confidence in integrating specific technologies into teaching. The study aimed to determine how to better support preservice teachers in enhancing their technology use for student teaching.
ICT for Education and R&D
The document discusses the direction of information and communication technology (ICT) for education and research. It outlines how ICT can facilitate learning and research collaboration. Emerging technologies like broadband, wireless access, social media, and cloud computing are changing how people access and share knowledge. This impacts the roles of teachers and researchers. Teachers need to focus on developing thinking skills in students and guiding group collaboration. Researchers can use ICT to more easily communicate and collaborate. Universities should develop open online course platforms and learning management systems to facilitate open knowledge sharing.
Educational Technology
This document discusses methods for differentiating instruction and universal design for learning through educational technology. It describes differentiated instruction as customizing learning to meet student needs by providing varying content, strategies, and assessments. Universal design for learning removes barriers to learning by offering flexibility. The document provides examples of using technology to differentiate content, process, and product, as well as assistive technologies at different levels. It emphasizes equitable access to technology and promoting cultural understanding through instructional practices and materials that validate student identities and foster respect among diverse learners.
Open and e learning
This document is supportive for students, teachers and other educators. It has developed based on the basic concept of Open and e-learning as well as ICT using technique.
Educational technology 2, lesson 6
This document outlines basic digital skills that teachers need to develop in students, including:
Solution fluency, which is the ability to creatively solve problems. Information fluency involves accessing, retrieving, and assessing information from various sources. Collaboration fluency refers to teamwork skills for virtual partnerships. Media fluency is evaluating messages from different media sources. Creativity fluency adds design and storytelling. Digital ethics are guided by principles like citizenship. Higher-order thinking involves skills like analysis, evaluation and creation. Bloom's Taxonomy outlines cognitive skills from remembering to creating. Both brain hemispheres are important for digital skills.
Edtech. joseph-ian-quiambao
The document discusses educational technology and its integration into teaching and learning. It outlines objectives of providing knowledge and skills on technology integration, imparting learning experiences in instructional technology, and acquainting students with information technology. It discusses concepts like student-centered learning, increasing access to technology, and how technology can enhance critical thinking skills. It also covers digital fluency skills, the role of technology in developing higher-order thinking, and the computer as a teacher's tool. The author expresses learning the importance of integrating technology in the learning process to impart quality education and showcase creativity.
Activity 1.8
This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. Behavioral CALL focuses on repetition and drills to reinforce learning. Communicative CALL emphasizes using language communicatively rather than just manipulating forms. Integrative CALL combines skills and creates more authentic learning environments, such as through multimedia and computer-mediated communication like the internet. The document also discusses digital divides, applications of information and communication technology, and characteristics needed for a trustworthy future internet.
vedio conference
Videoconferencing allows two or more locations to interact simultaneously using two-way video and audio transmission technologies. It differs from videophone in that it is designed to serve conferences rather than individuals. Some key uses and advantages of videoconferencing include enabling visual connections between participants, connecting with external resources, and facilitating collaboration through document sharing.
Introduction to 5180
Technological instruction should be meaningful, motivating, accurate, flexible, and dynamic. Media in language instruction can make abstract concepts more concrete, facilitate organic knowledge construction, and democratize access to information. Technology revives learner interest and engagement by providing varied levels, exercises and topics. Students learn best when instruction connects to their social experiences and schemas to generate new social understandings, rather than focusing on isolated memories. Incorporating ITCs and internet projects in language instruction provides an authentic context for applying acquired knowledge.
educational technology 2 lesson 6 developing basic digital skills
This document outlines six essential digital skills students need to develop to succeed in an increasingly digital world:
1. Problem-solving fluency to creatively solve problems.
2. Information fluency to access, retrieve, and evaluate online information.
3. Collaboration fluency to work virtually with partners.
4. Media fluency to understand mass communication channels.
5. Creativity fluency to design and tell stories.
6. Digital ethics to guide digital citizenship with principles of leadership and responsibility.
Edtech b alarcon jeston
There are three levels of integration of information technology (IT) in pedagogical practice: simple, middle, and higher level integration. Simple integration involves minor technology use that does not significantly change teaching methods. Middle level integration purposefully uses technology to support key learning areas. Higher level integration makes technology the central instructional tool. Obstacles to IT integration include perceptions that it is time-consuming and expensive, may over-focus classrooms on technology, and could replace teachers. These obstacles can be addressed through proper time management, technical training, and acquiring computer skills.
lesson 6 educational technology
This document outlines six essential digital skills that students need to develop: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. It defines each skill area and provides examples of the types of skills students need, such as problem solving, accessing and evaluating online information, teamwork in virtual environments, analyzing and creating digital media, using design elements, and demonstrating ethical digital behavior. The overall message is that as teaching adapts to new technologies, these core digital literacies must be explicitly taught to equip students for success in an increasingly digital world.
EGM Biofuels
This presentation discusses strategies for distance learning and science-based training at the advanced degree level. It explores e-learning strategies that could support researchers and tutors in a university module where trainees develop skills in biochemical engineering and set up a pilot plant. The presentation outlines how a "Community of Inquiry" approach using tools like lectures, tutorials, practicals and projects could facilitate online collaboration, communication and learning. Key considerations include ensuring cognitive and social presence among learners, and effective teaching presence through course design and facilitation.
Integrating technology in the classroom through the
1. The document discusses using multimedia and digital storytelling to help students create stories and share ideas. It provides examples of programs like iMovies and video editing software that students can use.
2. The process involves students reflecting on a memory or special place and writing about their feelings and attitudes. They are then asked to create a visual representation to inspire writing.
3. Students can draw, paint, or create a collage using KidPix software. This empowers readers to better understand the stories. Other multimedia options include using scanners or camcorders to record their stories.
Begin With ME! Intro Presentation
The Begin With ME! project aimed to demonstrate that integrating appropriate technology tools into writing instruction can help all students, including those with special needs or at risk of failure, become better writers. It also sought to show that with proper training and support, teachers can incorporate technology to support students, and that supporting struggling students in general education can be an effective and replicable way to serve at-risk and special needs learners. Data was collected before and after on student writing samples, surveys, and teacher comfort levels. Results indicated increases in word counts, quality of writing for struggling students, and teacher comfort with technology and supporting diverse learners.
Glogster edu
Glogster Edu is an online interactive multimedia platform that promotes digital literacy and provides differentiated instructional activities. It enhances formative and summative assessment while promoting independent problem solving and student engagement. Students can use Glogster to express their creativity in projects and share presentations safely online with teachers, students, and parents. Glogster addresses National Educational Technology Standards for both students and teachers in areas like creativity, communication, research, critical thinking, and digital citizenship. Teachers have used Glogster in various class projects, including a 7th grade English class using it for oral reports on WWII and a 2nd grade class using it for a famous Americans project.
eContent Generation: NMEICT Project
This document discusses the Sakshat NME-ICT project for developing eContent in Gujarat. It explains that the project aims to shift from merely using educational resources to contributing resources. Developing eContent can help address issues like lack of funding, outdated textbooks, and bureaucratic problems. The document provides details on how to apply for the project, defines what eContent is, and lists sample eContent websites and tools that can be used to create content. It emphasizes presenting project proposals concisely and connecting proposals to the mission objectives.
Pineda Mary-Rizaline-
The document discusses educational technology and digital literacy. It outlines course objectives for a class on educational technology, which include imparting instructional technology skills, providing education on technology use, acquainting students with information technology, engaging learners in practical technology integration, and inculcating higher-level thinking and creativity. It also discusses evaluating students' technology skills and outlines six digital fluencies: solution fluency, information fluency, collaboration, media fluency, creativity fluency, and digital ethics.
Staff ICT Professional Development Training
This presentation evaluates the department's ICT integration staff development program and discusses next steps. It notes current training opportunities through the Ministry of Education, online courses, and in-house workshops. The impact of staff ICT training on teaching approaches and the need for professional development on different technologies and 21st century skills is examined. Principles of the training are outlined, and a proposal is made for diagnostic testing, just-in-time training, continuous workshops, technical support training, and flexible schedules.
Form
This document contains a quiz on educational technology. It asks 10 multiple choice and short answer questions about key concepts in educational technology including what it refers to, its goals, instructional technology, advisable tools, criticisms, theoretical schools, uses of computers in the classroom, benefits, and how to teach students in the 21st century.
Bridging the gap between technologies promise and use
This document discusses emerging learning technologies and how to bridge the gap between their promise and actual use. It lists various emerging technologies such as 3D video, augmented reality, mobile apps, and virtual worlds. It then provides 10 ways that experts can help support the use of these technologies, such as demonstrating technologies, exchanging ideas, researching use, and developing learning networks. The document discusses the need to hire new specialists like educational developers and technologists to facilitate the use of technologies. It outlines the attributes these specialists should have and challenges to supporting technology use, such as pedagogical, support, technical, and financial challenges. Finally, it discusses benchmarks for effectively integrating technology in teaching and learning.
E content
E-content refers to digital content that can be transmitted over computer networks like the internet, including texts, audios, videos, images and animations. E-content authoring is the process of developing this digital content using authoring tools and writing learning materials in electronic formats to help with e-learning. Special features of e-content include being technologically friendly, learner friendly for easy navigation, and learner-centric. The benefits of e-content are that it eliminates disparities among learners, enhances learner knowledge, provides access to resources, and creates a student-centered learning environment. The preparation of e-content involves planning, analyzing, organizing, designing, developing, implementing and evaluating the content.
Call
The document discusses pedagogical concerns for using computer assisted language learning (CALL) in the classroom. It states that the computer is a complementary tool and not a replacement for the teacher. Software programs cannot provide effective language teaching without human guidance. The document also outlines objectives for CALL software, including matching students' individual needs and involving learners in the process. It discusses using e-portfolios and reflection to scaffold learning and better utilize existing materials. Finally, it recommends establishing an environment for CALL that provides privacy, discussion, and mobility through individual laptops and wireless networks.
Lesson 6:Developing Basic Digital Skills
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
NMEICT
Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),
Universal Design for Learning
Universal Design for Learning (UDL) is a framework for curriculum development that provides flexible approaches and customized instruction to meet the needs of all learners. UDL is based on the principles of universal design applied to architecture - creating accessible buildings for all users. UDL extends this idea to education by incorporating flexible methods of representation, engagement, and expression for students. Technology plays a central role in UDL by making it easier to customize learning experiences and access information in multiple ways such as electronic textbooks, captioned videos, and speech recognition software.
Exploring 21st Century Learning
This document discusses the integration of technology and media in education. It begins by outlining questions educators should ask themselves before integrating technology, such as how it will enhance learning beyond textbooks. Next, it describes frameworks for 21st century learning that emphasize using technology for creativity, communication, research, and problem solving. The document then covers benefits of technology including digital storage, differentiated instruction, and extending learning beyond the classroom. It defines instructional technology, media, and the ASSURE model for lesson planning. Finally, it discusses teacher and student uses of technology through concepts like digital teachers, interactive presentations, and expanding learning environments.
Exploring 21st century learning
This document discusses the integration of technology and media in education. It begins by posing questions for teachers to consider before integrating technology, such as how it will enhance learning beyond textbooks. Next, it outlines a framework for 21st century skills that prepares students to use technology and media for creativity, communication, research and problem solving. Several benefits of technology are noted, including increased information access and differentiated instruction. The document then defines media and its role in facilitating communication and learning. It also discusses teacher and student uses of technology, including digital tools for teachers and expanding learning beyond the classroom for students. Finally, it outlines several new literacies important for student success, such as visual, audio and cyberlearning literacy.
More Related Content
What's hot
Activity 1.8
This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. Behavioral CALL focuses on repetition and drills to reinforce learning. Communicative CALL emphasizes using language communicatively rather than just manipulating forms. Integrative CALL combines skills and creates more authentic learning environments, such as through multimedia and computer-mediated communication like the internet. The document also discusses digital divides, applications of information and communication technology, and characteristics needed for a trustworthy future internet.
vedio conference
Videoconferencing allows two or more locations to interact simultaneously using two-way video and audio transmission technologies. It differs from videophone in that it is designed to serve conferences rather than individuals. Some key uses and advantages of videoconferencing include enabling visual connections between participants, connecting with external resources, and facilitating collaboration through document sharing.
Introduction to 5180
Technological instruction should be meaningful, motivating, accurate, flexible, and dynamic. Media in language instruction can make abstract concepts more concrete, facilitate organic knowledge construction, and democratize access to information. Technology revives learner interest and engagement by providing varied levels, exercises and topics. Students learn best when instruction connects to their social experiences and schemas to generate new social understandings, rather than focusing on isolated memories. Incorporating ITCs and internet projects in language instruction provides an authentic context for applying acquired knowledge.
educational technology 2 lesson 6 developing basic digital skills
This document outlines six essential digital skills students need to develop to succeed in an increasingly digital world:
1. Problem-solving fluency to creatively solve problems.
2. Information fluency to access, retrieve, and evaluate online information.
3. Collaboration fluency to work virtually with partners.
4. Media fluency to understand mass communication channels.
5. Creativity fluency to design and tell stories.
6. Digital ethics to guide digital citizenship with principles of leadership and responsibility.
Edtech b alarcon jeston
There are three levels of integration of information technology (IT) in pedagogical practice: simple, middle, and higher level integration. Simple integration involves minor technology use that does not significantly change teaching methods. Middle level integration purposefully uses technology to support key learning areas. Higher level integration makes technology the central instructional tool. Obstacles to IT integration include perceptions that it is time-consuming and expensive, may over-focus classrooms on technology, and could replace teachers. These obstacles can be addressed through proper time management, technical training, and acquiring computer skills.
lesson 6 educational technology
This document outlines six essential digital skills that students need to develop: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. It defines each skill area and provides examples of the types of skills students need, such as problem solving, accessing and evaluating online information, teamwork in virtual environments, analyzing and creating digital media, using design elements, and demonstrating ethical digital behavior. The overall message is that as teaching adapts to new technologies, these core digital literacies must be explicitly taught to equip students for success in an increasingly digital world.
EGM Biofuels
This presentation discusses strategies for distance learning and science-based training at the advanced degree level. It explores e-learning strategies that could support researchers and tutors in a university module where trainees develop skills in biochemical engineering and set up a pilot plant. The presentation outlines how a "Community of Inquiry" approach using tools like lectures, tutorials, practicals and projects could facilitate online collaboration, communication and learning. Key considerations include ensuring cognitive and social presence among learners, and effective teaching presence through course design and facilitation.
Integrating technology in the classroom through the
1. The document discusses using multimedia and digital storytelling to help students create stories and share ideas. It provides examples of programs like iMovies and video editing software that students can use.
2. The process involves students reflecting on a memory or special place and writing about their feelings and attitudes. They are then asked to create a visual representation to inspire writing.
3. Students can draw, paint, or create a collage using KidPix software. This empowers readers to better understand the stories. Other multimedia options include using scanners or camcorders to record their stories.
Begin With ME! Intro Presentation
The Begin With ME! project aimed to demonstrate that integrating appropriate technology tools into writing instruction can help all students, including those with special needs or at risk of failure, become better writers. It also sought to show that with proper training and support, teachers can incorporate technology to support students, and that supporting struggling students in general education can be an effective and replicable way to serve at-risk and special needs learners. Data was collected before and after on student writing samples, surveys, and teacher comfort levels. Results indicated increases in word counts, quality of writing for struggling students, and teacher comfort with technology and supporting diverse learners.
Glogster edu
Glogster Edu is an online interactive multimedia platform that promotes digital literacy and provides differentiated instructional activities. It enhances formative and summative assessment while promoting independent problem solving and student engagement. Students can use Glogster to express their creativity in projects and share presentations safely online with teachers, students, and parents. Glogster addresses National Educational Technology Standards for both students and teachers in areas like creativity, communication, research, critical thinking, and digital citizenship. Teachers have used Glogster in various class projects, including a 7th grade English class using it for oral reports on WWII and a 2nd grade class using it for a famous Americans project.
eContent Generation: NMEICT Project
This document discusses the Sakshat NME-ICT project for developing eContent in Gujarat. It explains that the project aims to shift from merely using educational resources to contributing resources. Developing eContent can help address issues like lack of funding, outdated textbooks, and bureaucratic problems. The document provides details on how to apply for the project, defines what eContent is, and lists sample eContent websites and tools that can be used to create content. It emphasizes presenting project proposals concisely and connecting proposals to the mission objectives.
Pineda Mary-Rizaline-
The document discusses educational technology and digital literacy. It outlines course objectives for a class on educational technology, which include imparting instructional technology skills, providing education on technology use, acquainting students with information technology, engaging learners in practical technology integration, and inculcating higher-level thinking and creativity. It also discusses evaluating students' technology skills and outlines six digital fluencies: solution fluency, information fluency, collaboration, media fluency, creativity fluency, and digital ethics.
Staff ICT Professional Development Training
This presentation evaluates the department's ICT integration staff development program and discusses next steps. It notes current training opportunities through the Ministry of Education, online courses, and in-house workshops. The impact of staff ICT training on teaching approaches and the need for professional development on different technologies and 21st century skills is examined. Principles of the training are outlined, and a proposal is made for diagnostic testing, just-in-time training, continuous workshops, technical support training, and flexible schedules.
Form
This document contains a quiz on educational technology. It asks 10 multiple choice and short answer questions about key concepts in educational technology including what it refers to, its goals, instructional technology, advisable tools, criticisms, theoretical schools, uses of computers in the classroom, benefits, and how to teach students in the 21st century.
Bridging the gap between technologies promise and use
This document discusses emerging learning technologies and how to bridge the gap between their promise and actual use. It lists various emerging technologies such as 3D video, augmented reality, mobile apps, and virtual worlds. It then provides 10 ways that experts can help support the use of these technologies, such as demonstrating technologies, exchanging ideas, researching use, and developing learning networks. The document discusses the need to hire new specialists like educational developers and technologists to facilitate the use of technologies. It outlines the attributes these specialists should have and challenges to supporting technology use, such as pedagogical, support, technical, and financial challenges. Finally, it discusses benchmarks for effectively integrating technology in teaching and learning.
E content
E-content refers to digital content that can be transmitted over computer networks like the internet, including texts, audios, videos, images and animations. E-content authoring is the process of developing this digital content using authoring tools and writing learning materials in electronic formats to help with e-learning. Special features of e-content include being technologically friendly, learner friendly for easy navigation, and learner-centric. The benefits of e-content are that it eliminates disparities among learners, enhances learner knowledge, provides access to resources, and creates a student-centered learning environment. The preparation of e-content involves planning, analyzing, organizing, designing, developing, implementing and evaluating the content.
Call
The document discusses pedagogical concerns for using computer assisted language learning (CALL) in the classroom. It states that the computer is a complementary tool and not a replacement for the teacher. Software programs cannot provide effective language teaching without human guidance. The document also outlines objectives for CALL software, including matching students' individual needs and involving learners in the process. It discusses using e-portfolios and reflection to scaffold learning and better utilize existing materials. Finally, it recommends establishing an environment for CALL that provides privacy, discussion, and mobility through individual laptops and wireless networks.
Lesson 6:Developing Basic Digital Skills
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
NMEICT
Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),
Universal Design for Learning
Universal Design for Learning (UDL) is a framework for curriculum development that provides flexible approaches and customized instruction to meet the needs of all learners. UDL is based on the principles of universal design applied to architecture - creating accessible buildings for all users. UDL extends this idea to education by incorporating flexible methods of representation, engagement, and expression for students. Technology plays a central role in UDL by making it easier to customize learning experiences and access information in multiple ways such as electronic textbooks, captioned videos, and speech recognition software.
What's hot (20)
educational technology 2 lesson 6 developing basic digital skills
educational technology 2 lesson 6 developing basic digital skills
Integrating technology in the classroom through the
Integrating technology in the classroom through the
Bridging the gap between technologies promise and use
Bridging the gap between technologies promise and use
Similar to Presentation group ii
Exploring 21st Century Learning
This document discusses the integration of technology and media in education. It begins by outlining questions educators should ask themselves before integrating technology, such as how it will enhance learning beyond textbooks. Next, it describes frameworks for 21st century learning that emphasize using technology for creativity, communication, research, and problem solving. The document then covers benefits of technology including digital storage, differentiated instruction, and extending learning beyond the classroom. It defines instructional technology, media, and the ASSURE model for lesson planning. Finally, it discusses teacher and student uses of technology through concepts like digital teachers, interactive presentations, and expanding learning environments.
Exploring 21st century learning
This document discusses the integration of technology and media in education. It begins by posing questions for teachers to consider before integrating technology, such as how it will enhance learning beyond textbooks. Next, it outlines a framework for 21st century skills that prepares students to use technology and media for creativity, communication, research and problem solving. Several benefits of technology are noted, including increased information access and differentiated instruction. The document then defines media and its role in facilitating communication and learning. It also discusses teacher and student uses of technology, including digital tools for teachers and expanding learning beyond the classroom for students. Finally, it outlines several new literacies important for student success, such as visual, audio and cyberlearning literacy.
Tec538 Module 5
This document discusses using emerging technologies and multimedia in the classroom. It encourages teachers to consider how technologies can engage students and support learner-centered exploration of content. Examples of multimedia tools mentioned are presentation software, digital stories, websites and e-portfolios. Emerging technologies discussed include voice/handwriting input, 3D displays, handheld devices and wireless networking. The document provides questions for teachers to consider when evaluating new technologies for classroom use.
Janet shepherd presentation
Technology integration in the classroom empowers both teachers and learners. It is achieved when technology supports curricular goals and helps students effectively learn. Integrating technology can deepen learning, support key components like active engagement and real-world connections, and prepare students for a technological economy. When routinely used, technology becomes a transparent tool that extends learning through multimedia, collaboration, and inquiry-based activities rather than isolated work. Deliberate planning is required for successful technology integration in classrooms.
Trend Teknologi Pembelajaran
1. Learning and technology can significantly alter the way teaching and learning takes place by using ICT to enhance deeper and more flexible learning.
2. Learners can take more control of their learning by using ICT to manage their own learning and extend their learning beyond the classroom.
3. When used effectively, ICT can empower learners through social collaboration, knowledge synthesis, and developing important digital literacies.
ICT integration
This document discusses guidelines for integrating information and communication technology (ICT) into teaching and learning through teacher training courses. It outlines eight skills developed through ICT integration, such as critical thinking and problem solving. It then lists various ICT training courses provided by Microsoft and Intel, covering topics like project-based learning, assessment, and collaboration. The document describes five levels of teacher development with ICT and maps an ICT integration certificate to the UNESCO technology literacy framework. It promotes SchoolNet membership as a professional learning community for educators.
94 96
The document discusses the role of information and communication technologies (ICT) in teaching and learning. It begins by outlining how ICT can complement and strengthen instruction by making vast amounts of educational material and tools available. ICT also facilitates participation, exploration, and collaborative learning. However, the status of ICT infrastructure in most Indian schools is inadequate, with few computers available on average per school. Teachers also lack training in effectively integrating ICT into their pedagogy. While ICT has great potential to improve education, more investment is needed to develop ICT capabilities in Indian schools.
How Technology is Changing Education Sector
We, at startelelogic, assist in disrupting the education business domain with full force and gaining competitive advantages, from adopting remote learning models to constructing distinctive as well as synchronous and asynchronous learning infrastructures. Our deep domain knowledge in using cutting-edge technology helps Universities, Education, and E-Learning organizations build online learning platforms, improve assessment processes, and decrease administration and communication difficulties.
https://www.startelelogic.com/education
AN OVERVIEW OF EDTECH-2
Educational Technology 2 focuses on supplementing, introducing, reinforcing, and extending learners' knowledge and skills so they can become exemplary users of educational technology. The course objectives are to provide education on technology integration in instruction, impart learning experiences in instructional technology-supported planning, acquaint students with IT-related learning theories, teach how to use and evaluate computer-based resources, and inculcate higher-level thinking and creativity among students. Educational technology integration is defined as using technology to introduce, reinforce, supplement and extend skills. Merely using computers does not constitute integration; teachers must learn how to apply technology to the teaching-learning process.
Backward Planning Design Example
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
Information communication & technology skills
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
ICT Centered Teaching & Learning
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
ICT and teachers
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
ICT and teachers
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and ongoing professional development and technical support. While ICT skills are important, the document emphasizes that technology alone does not transform teaching - teachers must use ICTs to support new learner-centric methods and strategic goals.
Presentation leonardo nuñez
This document discusses the use of information and communication technologies (ICTs) in teaching English as a foreign language. It notes that ICTs can help promote learning by making it easier to create, process, and disseminate information without barriers. ICTs are transforming education by changing how teaching and learning occur and defining new roles for teachers and students. Reasons to use ICTs include developing students' digital literacy, innovating new learning opportunities, and reducing school failure through innovative teaching practices. However, ICTs also present challenges like distractions, time consumption, unreliable information, and issues of addiction, isolation, and fatigue for students and teachers.
Edtech
1. The document discusses the student's portfolio in educational technology and how it helps integrate technology into teaching.
2. Educational technology provides knowledge and skills for technology integration in instruction and acquaints students with learning theories and using computers.
3. The portfolio highlights different forms of technology integration like blended learning, use of mobile devices, interactive whiteboards, and podcasting that can enhance teaching and learning.
Evaluation of educational technology and its current application
This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
Ict presentation[1][2]
ICT stands for Information and Communications Technology and refers to technologies that are used for communicating and handling information. ICT includes computers, email, the internet, and digital television. Trinidad and Tobago's national ICT policy aims to provide affordable internet access to citizens and maximize innovation. The Ministry of Education recognizes ICT as critical for transforming society and education. Benefits of incorporating ICT in teaching include motivating students and allowing independent learning, while challenges include the digital divide and financial costs.
Importance & roles of educational technology ppt
Educational technology provides several benefits to learning including improved instructional effectiveness, active learning, critical thinking, cooperative learning, communication skills, and multisensory delivery. It is important for students to be conversant with technology as it shows improvements in writing, reading, math skills, and decreases dropout rates. While technology provides important tools to support knowledge construction, present ideas, and produce organized knowledge, not all teachers are comfortable using it and it can be expensive to maintain. Potential problems include distracting some students and lack of proper teacher training, but technology directly encourages learning when used to enhance lesson goals and objectives.
Emerging Learning Technologies (ELT) :- Some Challenges
This document discusses emerging learning technologies (ELT) and some of the challenges presented by their use. It defines information and communication technology (ICT) and explains its role in facilitating the teaching and learning process. Some examples of emerging learning technologies are mentioned, including blogging, integrated learning modules, podcasts, and wikis. Challenges to using ICT in education include limited accessibility, lack of teacher training and technical support, and inadequate funding. Suggestions are provided such as ensuring teachers receive sufficient ICT training and having adequate technological resources available.
Similar to Presentation group ii (20)
Evaluation of educational technology and its current application
Evaluation of educational technology and its current application
Importance & roles of educational technology ppt
Importance & roles of educational technology ppt
Emerging Learning Technologies (ELT) :- Some Challenges
Emerging Learning Technologies (ELT) :- Some Challenges
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Presentation group ii
- 1. FURTHER CONCERNS IN DEVELOPING ICT IN LANGUAGE LEARNING Presented by: Group 2 Dewi Sartika Dini Hipdiani Tri Rahmawati Vera Merisha
- 2. TEACHERS
- 3. Teachers’ Responsibility Maintaining a better understanding and competence in using ICT. Adjusting their way of thinking and curriculum.
- 4. Changing in the Culture of Learning Facilitating more independent learner Facilitating direct feedback Providing faster access to teaching material Offering chance for teacher and students to plan the lesson Facilitating communication via internet
- 5. Teachers’ competence Recognizing Individual learning problem. Being able to use standard software. Making careful choice of information and the use of media. Monitoring learning processes.
- 6. Teachers’ Role in ICT As a Learner As a Designer As a Researcher As a Interrogator of media As a Facilitator and Guide
- 7. NEW SKILL Technical Skill Organizational Conceptual skill skill Mediation Skill
- 8. STUDENTS
- 9. IMPACT OF ICT Being learner- centered Changing to utilize and manipulate language data. Exploring and being creators of language.
- 10. THE ROLE OF ICT
- 11. HOW TO SUCCESSFULLY INTEGRATE ICT IN LANGUAGE LEARNING
- 12. CHARASTERISTIC Accessibility of ICT tools for all learners A full-time technician Adequate training for new teacher and Continuous Professional Development (CPD). Utilization of multimedia Laboratory.
- 13. COMPONENTS Hardware Software Brainware