UNESCO framework
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The document discusses the ICT Competency Framework for Teachers, which was created through a partnership between several international organizations to help countries develop policies and standards around teacher ICT competencies. The Framework addresses how teachers can help students become collaborative, problem-solving learners through the effective use of technology. It crosses three approaches to teaching (technology literacy, knowledge deepening, knowledge creation) with six aspects of a teacher's work to create 18 modules. The Framework is aimed at helping countries conduct self-audits, develop professional learning tasks for selected modules, and support implementation in teaching.
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UNESCO ICT Teacher Competency Standards
This document outlines UNESCO ICT Teacher Competency Standards and how to implement educational technology in the classroom according to those standards. It discusses preparing learners and citizens to use new technologies to support social development and educational goals like increasing enrollment, improving resources, and basic literacy skills. Teachers are encouraged to integrate various technologies, tools, and online content into whole class, small group, and individual lessons. The standards also address using technologies like computers, software, and networks to manage classrooms with little required change to existing social structures. Teachers are asked to create a multimedia presentation applying the standards and explaining the significance of each.
A National ICT Competency Framework for Student Teachers
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Unesco ict competency framework for teachers by pratima nayak
Unesco ict competency framework for teachers by pratima nayakPratima Nayak ,Kendriya Vidyalaya Sangathan
UNESCO ICT competency framework for teachers.
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Project ec ict
The document describes a project called EC-ICT that aims to integrate information and communications technology (ICT) into classroom teaching and learning at Cuenca National High School in the Philippines. The project supports the Philippine Department of Education's strategic plan and vision to provide 21st century education to all Filipino students anytime, anywhere. It involves using software like MS Office, movie maker, and Edubuntu across all subjects for first to fourth year high school students. The document includes sections on teacher planning, classroom images using ICT, work samples, teacher and student reflections, ICT lesson plans, teaching resources, and assessment tools aligned with national ICT standards.
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The Educational Technology 1 course equipped learners to use educational tools from traditional to modern media. It covered the history of educational technology and its role in the 21st century. Learners were also oriented on avoiding the dangers technology can bring, such as propaganda, pornography, and fraud. The course showed the four phases of applying technology to instruction: setting learning objectives, designing experiences, implementing lessons, and evaluating outcomes. Overall, it prepared learners to utilize technology for teaching and learning while also uplifting human learning.
Bringing the world into the classroom through educational
Technology can support learning for understanding in several ways. It provides support for solving meaningful problems, acts as cognitive support, and promotes both collaboration and independent learning. The document also outlines six performance indicators for teachers to meet regarding technology use: technology operations, planning learning environments, teaching/curriculum, assessment, productivity, and social/legal issues. Meeting these standards will help teachers address increasing technology demands in global classrooms.
Educational technology2
This document provides an overview of an Educational Technology 2 course, which aims to integrate technology into student-teacher training. The course objectives are to provide education on using technology in instruction, acquaint students with IT-related learning theories and computer-based educational resources, impart experiences in technology-supported instructional planning, engage students on practical integration issues like managing IT classrooms, and inculcate higher-level thinking and creativity among students.
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Technology can support learning in several ways: by helping students solve meaningful problems, acting as cognitive support, and promoting both collaboration and independent learning. As future teachers, there are performance indicators that should be followed to ensure the ability to use technology effectively in global classrooms, including understanding technology operations, planning technology-enhanced lessons, integrating technology into teaching and curriculum, using assessments involving technology, being productive with technology for professional tasks, and understanding social and legal issues related to technology use. Meeting these standards will guarantee teachers can address the growing need for technology use in education worldwide.
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A National ICT Competency Framework for Student Teachers
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Unesco ict competency framework for teachers by pratima nayak
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This explains emphasis of Information Communication Technology in teaching & Learning.
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The Educational Technology 1 course equipped learners to use educational tools from traditional to modern media. It covered the history of educational technology and its role in the 21st century. Learners were also oriented on avoiding the dangers technology can bring, such as propaganda, pornography, and fraud. The course showed the four phases of applying technology to instruction: setting learning objectives, designing experiences, implementing lessons, and evaluating outcomes. Overall, it prepared learners to utilize technology for teaching and learning while also uplifting human learning.
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Technology can support learning for understanding in several ways. It provides support for solving meaningful problems, acts as cognitive support, and promotes both collaboration and independent learning. The document also outlines six performance indicators for teachers to meet regarding technology use: technology operations, planning learning environments, teaching/curriculum, assessment, productivity, and social/legal issues. Meeting these standards will help teachers address increasing technology demands in global classrooms.
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This document provides an overview of an Educational Technology 2 course, which aims to integrate technology into student-teacher training. The course objectives are to provide education on using technology in instruction, acquaint students with IT-related learning theories and computer-based educational resources, impart experiences in technology-supported instructional planning, engage students on practical integration issues like managing IT classrooms, and inculcate higher-level thinking and creativity among students.
Bringing the world into the classroom through educational
Technology can support learning in several ways: by helping students solve meaningful problems, acting as cognitive support, and promoting both collaboration and independent learning. As future teachers, there are performance indicators that should be followed to ensure the ability to use technology effectively in global classrooms, including understanding technology operations, planning technology-enhanced lessons, integrating technology into teaching and curriculum, using assessments involving technology, being productive with technology for professional tasks, and understanding social and legal issues related to technology use. Meeting these standards will guarantee teachers can address the growing need for technology use in education worldwide.
A review of educational technology 1
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integrating ICT into teaching and learning in Malaysian school
This document summarizes a PBL presentation on issues and challenges in integrating ICT in teaching and learning in Malaysian schools. It outlines several facts, ideas, learning issues, and proposed action plans. For example, it notes that students in rural areas have difficulty practicing ICT skills at home due to lack of access. It also discusses the need for teachers to continuously upgrade their ICT skills through collaboration, online resources, and government training programs. Suggested actions include providing rural students access to ICT facilities and ensuring stable electricity in rural areas.
International and national strategic imperatives
This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
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This document discusses considerations for technology integration in K-12 education. It addresses developmentally appropriate technology use, which involves using digital tools in ways that capitalize on students' natural desires to construct knowledge at their developmental level. It also covers pre-service teacher education, noting the need to integrate technology instruction throughout programs and train teachers in student-centered techniques. Finally, it outlines factors for effective in-service teacher professional development in technology, such as hands-on training, advanced instruction, availability of resources, content-specific training, and instructional design skills. The document aims to guide research and assist in developing successful technology implementation techniques for K-12 curricula.
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This document discusses the role of technology in education. It argues that technology can be used to bring real-world problems into the classroom, support learning through simulations and cognitive tools, and enable collaboration. The document also outlines different types of educational technology programs and modified requirements for teacher training, including how to incorporate technology into lesson planning, teaching, assessment, professional development, and addressing social issues.
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The document discusses how technology can enhance learning by bringing the real world into the classroom. It provides examples of how technology can support problem-based learning, act as a cognitive tool, and promote collaboration. Specifically, it outlines how stand-alone programs, internet-based programs, and information databases can be used. It also lists suggested technology-focused requirements and standards for prospective teachers, such as applying research on teaching with technology and using technology to communicate, assess students, and engage in professional development.
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The document aims to provide education on technology integration in instruction by imparting knowledge and skills on how to incorporate technology into lesson planning and teaching methods. It also seeks to familiarize students with information technology theories and how to use and evaluate computer-based educational resources while fostering higher-level thinking. The overall goal is to train student teachers on practical technology integration issues and help them adapt to technological changes by infusing technology into their own training so they can teach effectively in the modern information and communication technology environment.
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ICT in The EFL classroom : Why and How
This document discusses the importance of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It notes that today's students are "digital natives" who are accustomed to technologies like computers, games, and the internet playing an integral role in their lives. To effectively engage these students, the document argues, EFL teaching must integrate ICT to match students' existing expertise, allow student control over learning, and meet 21st century learning needs. Several examples of ICT activities for the EFL classroom are provided.
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. It outlines 4 waves of implementation from 1999-2020:
1) The Pilot (1999-2002) established partnerships between the Ministry of Education, Telekom Smart Schools, and the Multimedia Development Corporation.
2) The Post-Pilot (2002-2005) expanded infrastructure and resources like computer labs and online materials nationwide.
3) Making All Schools Smart (2005-2010) leveraged initiatives and the Smart School Qualification Standards for monitoring.
4) Consolidate and Stabilise (2011-2020) including the Catalyst Schools Programme to achieve 5-star ratings across
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. It outlines 4 waves of implementation from 1999-2020:
1) The Pilot (1999-2002) established partnerships between the Ministry of Education, technology companies, and schools.
2) The Post-Pilot (2002-2005) expanded infrastructure and e-learning resources to all Malaysian schools.
3) Making All Schools Smart (2005-2010) leveraged existing ICT initiatives and introduced a monitoring system to measure schools' technology integration.
4) Consolidate And Stabilise (2011-2020) focused on achieving the highest Smart School rating at all schools through programs like
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Technology is rapidly changing education through new innovations. Three trends will shape the future of education: shifting from teacher-centered to student-centered learning, focusing on cultivating students' various types of intelligence beyond just facts, and increasing use of information and communication technology (ICT). ICT is already influencing education through computers becoming more affordable and available in schools, homes, and businesses. ICT can help upgrade teaching and learning quality, increase teachers' effectiveness and students' mastery, and broaden education delivery through non-traditional approaches like open universities and lifelong learning.
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The document discusses UNESCO programs and trainings in the Philippines related to integrating information and communication technologies (ICT) into education. It outlines several projects, including guidelines for teacher education programs to help teachers integrate ICT pedagogy, a conference on creativity and innovation in education, and programs that provide computers for multi-grade classrooms and e-learning centers for out-of-school youth. UNESCO also facilitates a collaborative teacher education project on basic assistive technology. Tips are given for searching UNESCO's website for more information on their ICT programs and trainings in the Philippines.
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This document outlines a national technology plan with 5 goals and a district technology plan with goals and benefits. The national goals aim to fundamentally change learning, use technology for assessments, connect teachers, build infrastructure for access, and help schools become more productive. The district plan's purpose is to give students, educators, and stakeholders access to information to effectively integrate technology into learning. Its goals are to improve teaching and learning, educator preparation, administration/support services, infrastructure, and community outreach through technology use. The plan discusses benefits like higher student performance and engagement as well as support for teachers, administrators, parents, and stakeholders.
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This document discusses the role of educational technology in 21st century education. It argues that technology should be integrated comprehensively in three main areas: 1) to develop students' proficiency in 21st century skills like critical thinking, collaboration, and problem solving; 2) to support innovative teaching and learning through new research-based approaches; and 3) to create robust education support systems for teachers, administrators, standards, and assessment. When used properly, educational technology can arouse student interest, concretize concepts, make learning more permanent through rich experiences, provide independent learning opportunities, and increase the quality of learning while decreasing time spent.
Hand out in lesson 2 the role of technology in delivering the curriculum by s...
This document discusses the role of technology in delivering educational curriculum. It identifies different types of instructional media like overhead transparencies, models, films, and audio/visual materials. When selecting technology, factors like practicality, suitability for learners, and matching objectives must be considered. The roles of technology include facilitating a shift from teacher-centered to student-centered learning, broadening the realization that education cultivates multiple types of intelligence, and using information and communication technology to upgrade teaching and learning quality and increase the reach of education.
[Curriculum development] Roles of Technology in Curriculum Development
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
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The document discusses reasons for teaching information and communication technology (ICT) in schools. It provides perspectives from several Twitter users advocating for ICT education, citing benefits like better research skills, communication skills, use of software, and preparation for a changing world. ICT is described as an innovative subject that can connect students globally and engage them through interesting and creative means. It also allows lifelong learning. Overall the document makes a case that ICT education is important for students' participation in the digital age.
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.
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ET-1 course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from traditional to modern educational media.
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This document summarizes a PBL presentation on issues and challenges in integrating ICT in teaching and learning in Malaysian schools. It outlines several facts, ideas, learning issues, and proposed action plans. For example, it notes that students in rural areas have difficulty practicing ICT skills at home due to lack of access. It also discusses the need for teachers to continuously upgrade their ICT skills through collaboration, online resources, and government training programs. Suggested actions include providing rural students access to ICT facilities and ensuring stable electricity in rural areas.
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Educational technology serves several important roles and functions in 21st century education. It allows for student-centered, collaborative learning with real-world context. Technology provides 24/7 access to information and easy content sharing. There is a call to use technology to develop 21st century skills through innovative teaching and robust support systems. Educational technology also aims to improve teaching and learning, analyze the process, enhance education goals, train teachers, develop curriculum and materials, identify strategies and needs, and revolutionize the overall teaching process.
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This document discusses the role of technology in education. It argues that technology can be used to bring real-world problems into the classroom, support learning through simulations and cognitive tools, and enable collaboration. The document also outlines different types of educational technology programs and modified requirements for teacher training, including how to incorporate technology into lesson planning, teaching, assessment, professional development, and addressing social issues.
ICT EDUCATION IN THE PHILIPPINES
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
Bringing the world into the classroom through educational technology
The document discusses how technology can enhance learning by bringing the real world into the classroom. It provides examples of how technology can support problem-based learning, act as a cognitive tool, and promote collaboration. Specifically, it outlines how stand-alone programs, internet-based programs, and information databases can be used. It also lists suggested technology-focused requirements and standards for prospective teachers, such as applying research on teaching with technology and using technology to communicate, assess students, and engage in professional development.
Asuncion, benyrose a. activity 2
The document aims to provide education on technology integration in instruction by imparting knowledge and skills on how to incorporate technology into lesson planning and teaching methods. It also seeks to familiarize students with information technology theories and how to use and evaluate computer-based educational resources while fostering higher-level thinking. The overall goal is to train student teachers on practical technology integration issues and help them adapt to technological changes by infusing technology into their own training so they can teach effectively in the modern information and communication technology environment.
techiniatives
The DepEd ICT4E Strategic Plan aims to provide 21st century education for all Filipinos through anytime, anywhere learning. It establishes programs for curriculum standardization, multimedia instructional materials, radio and educational television broadcasts, as well as online learning through eSKWELA. The plan also provides trainings for teachers on developing ICT competency and strategies, creating multimedia supports, and effectively utilizing technology in pedagogy and curriculum implementation.
ICT in The EFL classroom : Why and How
This document discusses the importance of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It notes that today's students are "digital natives" who are accustomed to technologies like computers, games, and the internet playing an integral role in their lives. To effectively engage these students, the document argues, EFL teaching must integrate ICT to match students' existing expertise, allow student control over learning, and meet 21st century learning needs. Several examples of ICT activities for the EFL classroom are provided.
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. It outlines 4 waves of implementation from 1999-2020:
1) The Pilot (1999-2002) established partnerships between the Ministry of Education, Telekom Smart Schools, and the Multimedia Development Corporation.
2) The Post-Pilot (2002-2005) expanded infrastructure and resources like computer labs and online materials nationwide.
3) Making All Schools Smart (2005-2010) leveraged initiatives and the Smart School Qualification Standards for monitoring.
4) Consolidate and Stabilise (2011-2020) including the Catalyst Schools Programme to achieve 5-star ratings across
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This document discusses the Malaysian Smart School initiative which aims to reconstruct learning institutions to fit the evolving digital world. It outlines 4 waves of implementation from 1999-2020:
1) The Pilot (1999-2002) established partnerships between the Ministry of Education, technology companies, and schools.
2) The Post-Pilot (2002-2005) expanded infrastructure and e-learning resources to all Malaysian schools.
3) Making All Schools Smart (2005-2010) leveraged existing ICT initiatives and introduced a monitoring system to measure schools' technology integration.
4) Consolidate And Stabilise (2011-2020) focused on achieving the highest Smart School rating at all schools through programs like
The Role of Technology in Curriculum Delivery
Technology is rapidly changing education through new innovations. Three trends will shape the future of education: shifting from teacher-centered to student-centered learning, focusing on cultivating students' various types of intelligence beyond just facts, and increasing use of information and communication technology (ICT). ICT is already influencing education through computers becoming more affordable and available in schools, homes, and businesses. ICT can help upgrade teaching and learning quality, increase teachers' effectiveness and students' mastery, and broaden education delivery through non-traditional approaches like open universities and lifelong learning.
Melody
The document discusses UNESCO programs and trainings in the Philippines related to integrating information and communication technologies (ICT) into education. It outlines several projects, including guidelines for teacher education programs to help teachers integrate ICT pedagogy, a conference on creativity and innovation in education, and programs that provide computers for multi-grade classrooms and e-learning centers for out-of-school youth. UNESCO also facilitates a collaborative teacher education project on basic assistive technology. Tips are given for searching UNESCO's website for more information on their ICT programs and trainings in the Philippines.
Technology plan
This document outlines a national technology plan with 5 goals and a district technology plan with goals and benefits. The national goals aim to fundamentally change learning, use technology for assessments, connect teachers, build infrastructure for access, and help schools become more productive. The district plan's purpose is to give students, educators, and stakeholders access to information to effectively integrate technology into learning. Its goals are to improve teaching and learning, educator preparation, administration/support services, infrastructure, and community outreach through technology use. The plan discusses benefits like higher student performance and engagement as well as support for teachers, administrators, parents, and stakeholders.
Roles and functions of
This document discusses the role of educational technology in 21st century education. It argues that technology should be integrated comprehensively in three main areas: 1) to develop students' proficiency in 21st century skills like critical thinking, collaboration, and problem solving; 2) to support innovative teaching and learning through new research-based approaches; and 3) to create robust education support systems for teachers, administrators, standards, and assessment. When used properly, educational technology can arouse student interest, concretize concepts, make learning more permanent through rich experiences, provide independent learning opportunities, and increase the quality of learning while decreasing time spent.
Hand out in lesson 2 the role of technology in delivering the curriculum by s...
This document discusses the role of technology in delivering educational curriculum. It identifies different types of instructional media like overhead transparencies, models, films, and audio/visual materials. When selecting technology, factors like practicality, suitability for learners, and matching objectives must be considered. The roles of technology include facilitating a shift from teacher-centered to student-centered learning, broadening the realization that education cultivates multiple types of intelligence, and using information and communication technology to upgrade teaching and learning quality and increase the reach of education.
[Curriculum development] Roles of Technology in Curriculum Development
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
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integrating ICT into teaching and learning in Malaysian school
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Poster Presentation- USA Research Forum- Final [Willette Brye}
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Educ 2D- educational technology Shirelyn rosario Bsed 2 11:30-12 :30 pm
Educ 2D- educational technology Shirelyn rosario Bsed 2 11:30-12 :30 pm
Bringing the world into the classroom through educational technology
Bringing the world into the classroom through educational technology
Bringing the world into the classroom through educational technology
Bringing the world into the classroom through educational technology
Hand out in lesson 2 the role of technology in delivering the curriculum by s...
Hand out in lesson 2 the role of technology in delivering the curriculum by s...
[Curriculum development] Roles of Technology in Curriculum Development
[Curriculum development] Roles of Technology in Curriculum Development
Similar to UNESCO framework
ICT Reflective Practice Essay - Seminar 1
The document discusses reasons for teaching information and communication technology (ICT) in schools. It provides perspectives from several Twitter users advocating for ICT education, citing benefits like better research skills, communication skills, use of software, and preparation for a changing world. ICT is described as an innovative subject that can connect students globally and engage them through interesting and creative means. It also allows lifelong learning. Overall the document makes a case that ICT education is important for students' participation in the digital age.
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.
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This document provides a guide for implementing technology to drive change in K-12 education. It contains 12 chapters that cover topics such as understanding technology's role in learning, planning for e-learning initiatives, establishing supportive policies and procedures, providing effective leadership, developing teachers' skills, integrating digital content into the curriculum, managing classrooms, assessing instruction, building infrastructure, financing programs, evaluating results, and creating a sustainable model for the future. The overall goal is to transform schools by making them more learner-centric, personalized, engaging, and equipped to develop students' universal skills through the strategic use of technology.
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Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
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The document discusses educational technology and its role in learning. It defines educational technology as the effective use of tools to support learning and teaching, including both physical hardware and learning theory. It describes how educational technology exposes students to modern tools that will help them adapt to changing technologies. It also discusses six essential digital skills - solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics - that educational technology helps develop in learners. The student reflects on how their educational technology course has helped prepare them to be a teacher for 21st century learners and apply technologies in their own teaching.
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The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
E learning pedagogy
The document discusses how pedagogies that integrate information and communication technologies (ICT) can engage students in new ways and enhance learning outcomes. It notes that today's students have grown up in a technological world and that ICT skills are essential for participation in modern society. When used effectively, ICT can transform teaching methods by supporting interactive and collaborative learning, allowing students to create and share knowledge both locally and globally. However, integrating technology alone does not guarantee improved learning - teachers must select appropriate technologies and activities to motivate students, personalize learning, and develop ICT literacy skills.
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The document discusses principles of integrating technology into education. It provides definitions of ICT from various sources and frameworks for ICT integration. Specifically, it outlines John Pisapia's view that technology integration means using technology to introduce, reinforce and extend skills. It also discusses Wang's three elements of successful ICT integration: pedagogy, social interaction, and technology. Finally, it explains Laurilland's conversational framework which identifies five key teaching and learning events that can be supported by engaging various media.
Aswathy edited
This document is an assignment on the topic of educational technology submitted by Aswathy Raman to her teacher Mary Jain. It discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the effective use of tools to aid learning, including media, machines, and networking hardware. The objectives of educational technology are to improve information transmission, serve as teaching models, assist in skill practice, and provide feedback. The scope of educational technology is as broad as education itself and can be applied to areas like administration, testing, and instructional processes.
My Portfolio in Educational Technology
Loyd L. Asunan is an 18-year-old third year student studying Bachelor of Secondary Education Major in Mathematics at Cavite State University. He discusses educational technology and how it can empower both teachers and learners. Educational technology includes various media like text, audio, images and video that deliver instructional content. It also includes technologies like computers, intranets, and learning management systems. When used effectively in teaching, educational technology can enhance communication, engage students more in learning, and make lesson materials more accessible. As a future educator, Loyd believes integrating educational technology into his teaching will help guide and facilitate student learning.
My portfolio in ed tech.
Loyd L. Asunan is an 18-year-old third year student studying Bachelor of Secondary Education Major in Mathematics at Cavite State University. He is interested in educational technology and how it can empower teachers and learners to promote change. Educational technology includes various media like text, audio, images and video as well as technologies that aid learning both inside and outside the classroom. It has been shown to have significant positive effects on student achievement and engagement when adopted in teaching.
Computers as Information and Communication Technology
This document discusses the role of computers and information and communication technology (ICT) in education. It begins by outlining how computer technology has amplified learning and allowed for interactive engagement with information. It then discusses the rise of computer-assisted instruction and personal computers in classrooms. The document outlines key computer programs and their educational uses. It also discusses how ICTs like radio, television, and the internet can expand access to education, prepare students for the workplace, improve education quality, and transform learning to be more learner-centered. Key ways ICTs have been used for teaching and learning are also summarized.
Using ICTs for quality in teaching
ICT does not automatically add quality. There is however, growing evidence that ICT application to the core business of education can
accelerate and improve learning on a number of fronts. It can also provide the means of gathering, connecting and analysing data about
teaching and learning in ways that enable us to more accurately diagnose student need and evaluate programs. To apply ICT in these ways requires changed approaches by educators. This paper looks at the contribution that ICT can make to quality in teaching, learning and evaluation through improvements
My portfolio in educational technology (anja) 2
This document outlines Anjanette Mendoza's portfolio in educational technology. It discusses her experience taking the Educational Technology 1 and 2 courses, which introduced her to how educational technology can be used as a teaching tool. These courses taught her about topics like integrating technology into instruction, developing digital skills in students, and using tools like PowerPoint. Through these courses, Mendoza learned how educational technology can empower both teachers and students and promote active, engaged learning. She now understands the importance of technology for preparing 21st century students and teaching them effectively.
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Educ...
This document discusses maximizing the impact of technology in 21st century education. It argues that education lags behind other industries in technology use and that comprehensive technology integration is needed in three key areas: 1) developing 21st century skills in students, 2) supporting innovative teaching and learning, and 3) creating robust support systems for educators. If schools leverage technology in these areas, it can help prepare students for college, careers and an increasingly digital world.
Shanghai open university presentation
1) Teacher development faces new challenges in an era of exponential knowledge growth and technology change, exacerbated by a large shortage of teachers worldwide.
2) E-learning offers opportunities to address teacher professional development needs through online resources, courses, blended learning models, and online communities.
3) However, challenges remain regarding access to devices, connectivity, and culturally relevant content in local languages, as well as upgrading teacher educators' skills in using technology.
Daniel's Ulearn09powerpoint
The document discusses using technology and digital content in the classroom to promote student learning. It emphasizes that students today live in a technology-rich environment and teachers need to reflect on how to effectively integrate technology into their pedagogy. Some key strategies discussed are using technology as a tool for research, communication, and project-based learning; selecting digital content that is relevant to students and supports offline learning experiences; and providing multiple opportunities for students to engage with new concepts through a variety of tasks and contexts.
Ict 2
The document discusses the Smart School initiative in Malaysia which aims to reinvent the educational system through the use of information and communication technology (ICT). It covers aspects of the curriculum, pedagogy, teaching materials, and assessment in Smart Schools. Challenges during the inception of Smart Schools in Malaysia included lack of awareness, preparing teachers, limited internet coverage, and high costs. The concept of Smart Schools is still relevant for developing Malaysia's information society, but implementing it faces resistance that stakeholders must work to overcome.
Technology presentation
This document discusses investing in technology for the future. It outlines that (1) today's students (Generation Y) have grown up with technology and expect it in the classroom, (2) research shows that technology increases student achievement in areas like math scores, higher-order thinking, and workforce preparedness, and (3) integrating technology aligns with the state standards and the school's technology plan. The document argues that providing support through leadership, staff development, and modeling technology will make the investment worth the cost.
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Multimedia and hypermedia in teaching dr minae mwangi
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UNESCO framework
- 1. EDUC 9701 Assignment 1: Leading a Core Reading Jan Carey 29.5.12
- 2. UNESCO = United Nations Educational, Scientific and Cultural Organisation: contribute to peace by promoting international collaboration through education, science and culture ISTE = International Society for Technology in Education: Intel : American multi- professional organisation national semi-conductor dedicated to improving teaching & learning through chip maker (eg – effective use of technology K- microprocessors) 12 in education Microsoft: multi- national corporation that Cisco : American multi- develops products & national corporation that services relating to designs, manufactures and computing (eg Windows sells networking equipment operating system)
- 3. Current context: rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond. ICT in Education policies: need to tackle teacher competencies, learning materials, ICT equipment, student and teacher motivation. The ICT Competency Framework for Teachers: is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards partnership between UNESCO and CISCO, INTEL, ISTE and Microsoft, 2008 revised 2011
- 4. Teachers need to be ICT able to help the students become competencies collaborative, Framework and be able to teach them to their problem-solving, students.. The creative learners Framework addresses through using ICT so all aspects of a they will be effective teacher’s work citizens and members of the workforce
- 6. Technology Knowledge Knowledge Literacy: Deepening: Creation: using ICT to learn acquire in-depth more efficiently to create new knowledge of content knowledge for more and real-world harmonious, application prosperous societies
- 7. By crossing... the 3 approaches of teaching to the 6 aspects of a teacher’s work ...a framework of 18 modules is created.
- 11. 1. Self audit by countries/ States/ Education Depts/ Schools ...to identify priorities 2. Development of professional learning tasks for selected modules 3. Implementation in teaching
- 12. Technology Literacy Knowledge Deepening
- 14. Group Group Group A: Group B: C: D: Ryan Sukma Ari Stephanie Thanongsack Nick Rob Sutaryo Elizabeth Dyah Viv Ronald Trudy- Patricia Anne
- 15. 1. What are the key skills for teachers in this module? (Highlight) – 3 mins 2. Are these skills likely to be learnt ‘on-the-job’ or will they require specific targeted professional learning? (Discuss and justify) 3. What needs to happen in your context (school, Ed Dept, Uni..) to see this framework enacted and successful? (Is this important?)
- 16. Thank you