This document discusses subject-specific ICT pedagogy, including its design, use, and experience. It defines pedagogy as any activity designed to enhance learning, and notes that ICT can enhance the teaching and learning process. It discusses how different subjects require different ICT tools, providing examples of tools for language learning and mathematics. It outlines the major types of ICT tools available, including authoring and computing tools, learning management systems, communication tools, online knowledge databases, and social networking. Finally, it discusses using ICT as a medium for curriculum transaction and some positive outcomes and experiences, such as increased student engagement, authenticity, and development of critical digital literacies.

1. Subject - specific ICT pedagogy:
design, use and experience
Presenter:
Sagar Lamsal (76127007)
One - year B.Ed., NOU

3. Pedagogy
• Any conscious activity by one person designed to enhance learning in
another (Watkins and Mortimore, 1999)
• A sustained process whereby somebody acquires new forms or
develops existing forms of conduct, knowledge, practice and criteria
from somebody or something deemed to be an appropriate provider
and evaluator (Bernstein, 2000)

4. ICT and Pedagogy
• ICT is a generic referring to technologies, which are being used for
collecting, storing, editing and passing on information in various
forms (SER, 1997)
• Information and Communication technology (ICT) can enhance the
effect of teaching-learning process. The development of ICT has given
new dimension to the pedagogy.
• ICTs are potentially powerful tools for extending educational
opportunities; it brings more materials and resources for classroom
interaction.

5. • ICT tools such as computer,
LCD projector, OHP (Over head
projector), television, mobile
phone, skill enrichment such as
skill of using interactive white
board, using application
software, preparing E-content,
demonstration, life skills, soft
skills and problem solving skills.

9. Subject-specific ICT Pedagogy
• Scientific method or practices which are
used to teach a certain subject using digital
platforms.
• Different subjects require different skills
and tools. (for language learning the tools
like radio, Television, YouTube sites,
Mobile app like Rosetta Stone, Duolingo,
Hello Talk etc., and for learning
mathematics requires tools like animations,
youtube videos, Television programs and
several apps like geogebra, photomath,
Khan Academy etc.)

10. Design
• Several animations
• PowerPoints
• Word processing
• Painting, drawing
• Collage
• App installations and use
• Graphics/Illustration
• Film, Videos etc.

11. ICT tools uses
Majorly the tools and its applications are:
• Synchronous (f2f)
✓Video Conferencing
✓Google Hangout
✓Skype
✓Online Messengers
✓Live streaming audio/video

12. ICT tools uses
• Asynchronous
✓Emails
✓Blogs
✓Wikis
✓Discussion Forums
✓Discussion Groups

13. Type of ICT tools available
Authorizing and computing tools
• Word Processing
• Spreadsheet → → → → → →→ →
• Presentations        
• Database management

14. Types of ICT Tools available
Learning Management Systems
• Moodle
• Google Classroom
• Edmodo
• Flipgrid
• Kahoot

15. Types of ICT Tools available
Communication tools
• Google meet
• Facebook messenger
• Voov
• Zoom
• MS-Teams

16. Types of ICT Tools available
Online Knowledge databases
• eEncyclopedia
• eLibrary
• eJournals
• eMagazines
• eDocuments/eReports
• Google Scholar

17. Types of ICT Tools available
Social Networking
• Twitter
• Facebook
• LinkedIn
• Instagram
• Pinterest
• Flickr

18. Use of ICT in secondary –Education

20. ICT as Medium of Curriculum Transaction
• Integrating curriculum in the Classroom
• Training of teachers to use ICT effectively
• Fostering creativity , collaboration , communication and
cultural diversity for personal development of learners
• Assessment of student learning , increasing learner
activeness.

21. Outcomes and Experiences
• Quality of work went up significantly
(blended learning, combining online and
offline materials provides more convenience,
flexibility and stimulation- for teachers and
students).
• Authenticity increased; Viewing went from
few to thousands
• Engaging with communities other than their
peers; negotiating and learning the rules of
those communities, opening their ideas up to
public scrutiny
• Students learn open culture, critical digital
literacies
• Students learn to see themselves as scholars
and as part of the university mission

22. Thank you