SlideShare a Scribd company logo
1 of 18
ICTs in English How technologies can support effective teaching and learning in English Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
.   Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one”
[object Object],[object Object],Starting with what we do….
Looking more closely at what we do… ,[object Object],[object Object],[object Object],What was the impact on the students’  learning ? How do you know?
Stepping back to look at the wider context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stepping back to look at the wider context ,[object Object],Vision: ‘ Connected …lifelong learners…’ Key Competencies: ‘Using language, symbols and texts… intellectual curiousity …participating and contributing..’ English: ‘learn to  deconstuct  and critically  interrogate  texts..make and create meaning’  Literacy: ‘each learning area has  its own language’
 
A scenario to critique: Miss Smith gives it a go ,[object Object],[object Object],[object Object],[object Object],[object Object]
An exemplar scenario: War Poetry  Focusing Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
An exemplar scenario: War Poetry  Teaching Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Would digital content help this? How will I choose this?
An exemplar scenario: War Poetry  Teaching and Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
www.wordle.com
An exemplar scenario: War Poetry  Learning inquiry ,[object Object],[object Object],[object Object],What are the next steps for their learning, and for my learning? What have I learned about the integration of digital content? What do I need to change or learn?
Return to your own example ,[object Object],[object Object]
Have we met our success criteria? ,[object Object]
Where to now?  3-2-1-out! ,[object Object],[object Object],[object Object]
A final thought… ,[object Object],[object Object]
Image sources: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

More Related Content

What's hot

Teaching strategies for digital literacy
Teaching strategies for digital literacyTeaching strategies for digital literacy
Teaching strategies for digital literacyJune Wall
 
Learning Delivery Modality 2 Portfolio
Learning Delivery Modality 2 PortfolioLearning Delivery Modality 2 Portfolio
Learning Delivery Modality 2 PortfolioCarlo Casumpong
 
Doing better things: transforming how we use Turnitin for learning
Doing better things: transforming how we use Turnitin for learningDoing better things: transforming how we use Turnitin for learning
Doing better things: transforming how we use Turnitin for learningJisc
 
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...Billy Brick
 
Motivating Learners: Using video for learning and teaching
Motivating Learners: Using video for learning and teachingMotivating Learners: Using video for learning and teaching
Motivating Learners: Using video for learning and teachinglah32
 
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...COHERE2012
 
WhatsApp Southampton LLAS 2015
WhatsApp Southampton LLAS 2015WhatsApp Southampton LLAS 2015
WhatsApp Southampton LLAS 2015Billy Brick
 
PBL, CBI, and CALL: Approaches to assessment
PBL, CBI, and CALL: Approaches to assessment PBL, CBI, and CALL: Approaches to assessment
PBL, CBI, and CALL: Approaches to assessment Saint Michael's College
 
Moodleforbvtcommittee
MoodleforbvtcommitteeMoodleforbvtcommittee
MoodleforbvtcommitteeLiz Wernig
 
10 Emerging Trends in Education and Technology
10 Emerging Trends in Education and Technology10 Emerging Trends in Education and Technology
10 Emerging Trends in Education and TechnologyMeredithbhc
 
7490 broadhead project5presentation1
7490 broadhead project5presentation17490 broadhead project5presentation1
7490 broadhead project5presentation1mrsbroadhead
 
Multimedia lesson #2 A Digital Tale
Multimedia lesson #2 A Digital TaleMultimedia lesson #2 A Digital Tale
Multimedia lesson #2 A Digital Talenakita12i
 
Engagement: Talking Slides
Engagement: Talking SlidesEngagement: Talking Slides
Engagement: Talking SlidesIvan Wanis Ruiz
 
Interactive webinar suggestions and guidance
Interactive webinar suggestions and guidanceInteractive webinar suggestions and guidance
Interactive webinar suggestions and guidanceBecky Russell
 
Moving Student Presentations Online
Moving Student Presentations OnlineMoving Student Presentations Online
Moving Student Presentations OnlineKim Kenward
 
Enacting Instruction Online
Enacting Instruction OnlineEnacting Instruction Online
Enacting Instruction OnlineRoss Strader
 

What's hot (20)

Sicco Santema, TU Delft
Sicco Santema, TU Delft Sicco Santema, TU Delft
Sicco Santema, TU Delft
 
Teaching strategies for digital literacy
Teaching strategies for digital literacyTeaching strategies for digital literacy
Teaching strategies for digital literacy
 
Learning Delivery Modality 2 Portfolio
Learning Delivery Modality 2 PortfolioLearning Delivery Modality 2 Portfolio
Learning Delivery Modality 2 Portfolio
 
Doing better things: transforming how we use Turnitin for learning
Doing better things: transforming how we use Turnitin for learningDoing better things: transforming how we use Turnitin for learning
Doing better things: transforming how we use Turnitin for learning
 
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
 
Motivating Learners: Using video for learning and teaching
Motivating Learners: Using video for learning and teachingMotivating Learners: Using video for learning and teaching
Motivating Learners: Using video for learning and teaching
 
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and ...
 
WhatsApp Southampton LLAS 2015
WhatsApp Southampton LLAS 2015WhatsApp Southampton LLAS 2015
WhatsApp Southampton LLAS 2015
 
PBL, CBI, and CALL: Approaches to assessment
PBL, CBI, and CALL: Approaches to assessment PBL, CBI, and CALL: Approaches to assessment
PBL, CBI, and CALL: Approaches to assessment
 
Teaching Strategies for Online Health Care Courses Rose Miller
Teaching Strategies for Online  Health Care Courses   Rose MillerTeaching Strategies for Online  Health Care Courses   Rose Miller
Teaching Strategies for Online Health Care Courses Rose Miller
 
Moodleforbvtcommittee
MoodleforbvtcommitteeMoodleforbvtcommittee
Moodleforbvtcommittee
 
10 Emerging Trends in Education and Technology
10 Emerging Trends in Education and Technology10 Emerging Trends in Education and Technology
10 Emerging Trends in Education and Technology
 
7490 broadhead project5presentation1
7490 broadhead project5presentation17490 broadhead project5presentation1
7490 broadhead project5presentation1
 
Multimedia lesson #2 A Digital Tale
Multimedia lesson #2 A Digital TaleMultimedia lesson #2 A Digital Tale
Multimedia lesson #2 A Digital Tale
 
Engagement: Talking Slides
Engagement: Talking SlidesEngagement: Talking Slides
Engagement: Talking Slides
 
Interactive webinar suggestions and guidance
Interactive webinar suggestions and guidanceInteractive webinar suggestions and guidance
Interactive webinar suggestions and guidance
 
Moving Student Presentations Online
Moving Student Presentations OnlineMoving Student Presentations Online
Moving Student Presentations Online
 
Enacting Instruction Online
Enacting Instruction OnlineEnacting Instruction Online
Enacting Instruction Online
 
Indy 10 02-11
Indy 10 02-11Indy 10 02-11
Indy 10 02-11
 
BYOD: ELA
BYOD: ELA BYOD: ELA
BYOD: ELA
 

Similar to WRATE workshop 16 March2010

ULearn2010_eLearning and Literacy
ULearn2010_eLearning and LiteracyULearn2010_eLearning and Literacy
ULearn2010_eLearning and LiteracyKaren Spencer
 
Teaching With Technology
Teaching With TechnologyTeaching With Technology
Teaching With Technologycostaleo
 
New Designs for Assesssment
New Designs for AssesssmentNew Designs for Assesssment
New Designs for AssesssmentS T
 
Sgd imperatives-for quality in digital enviorn-amity-jun-2017
Sgd imperatives-for quality in digital enviorn-amity-jun-2017Sgd imperatives-for quality in digital enviorn-amity-jun-2017
Sgd imperatives-for quality in digital enviorn-amity-jun-2017Sanjeev Deshmukh
 
From VR Professional to Teacher: Crafting Instruction Sessions
From VR Professional to Teacher: Crafting Instruction SessionsFrom VR Professional to Teacher: Crafting Instruction Sessions
From VR Professional to Teacher: Crafting Instruction SessionsRyan Brubacher
 
Passion-Based Learning ISACS Workshop
Passion-Based Learning ISACS WorkshopPassion-Based Learning ISACS Workshop
Passion-Based Learning ISACS WorkshopPatrick Woessner
 
Pgc session 1.3 oct 2011
Pgc session 1.3 oct 2011Pgc session 1.3 oct 2011
Pgc session 1.3 oct 2011Tony Reeves
 
Passion Based Learning: Lausanne 2012
Passion Based Learning: Lausanne 2012Passion Based Learning: Lausanne 2012
Passion Based Learning: Lausanne 2012Patrick Woessner
 
Edu 205 week 2
Edu 205   week 2 Edu 205   week 2
Edu 205 week 2 ajallen1
 
Passion-Based Learning Workshop
Passion-Based Learning WorkshopPassion-Based Learning Workshop
Passion-Based Learning WorkshopPatrick Woessner
 
Forum on the use of social media in the university classroom
Forum on the use of social media in the university classroomForum on the use of social media in the university classroom
Forum on the use of social media in the university classroomalex bal
 
UbD and Technology
UbD and TechnologyUbD and Technology
UbD and Technologyehelfant
 
ICBL Active Learning
ICBL Active LearningICBL Active Learning
ICBL Active Learningmarorussell
 
Guatemala active learn strategies 2 110111
Guatemala active learn strategies 2 110111Guatemala active learn strategies 2 110111
Guatemala active learn strategies 2 110111marorussell
 

Similar to WRATE workshop 16 March2010 (20)

elearning and literacy
elearning and literacyelearning and literacy
elearning and literacy
 
ULearn2010_eLearning and Literacy
ULearn2010_eLearning and LiteracyULearn2010_eLearning and Literacy
ULearn2010_eLearning and Literacy
 
21st C Schooling Passion Based Hsnf
21st C Schooling Passion Based Hsnf21st C Schooling Passion Based Hsnf
21st C Schooling Passion Based Hsnf
 
Teaching With Technology
Teaching With TechnologyTeaching With Technology
Teaching With Technology
 
New Designs for Assesssment
New Designs for AssesssmentNew Designs for Assesssment
New Designs for Assesssment
 
Oc tel mooc week 2
Oc tel mooc week 2Oc tel mooc week 2
Oc tel mooc week 2
 
Sgd imperatives-for quality in digital enviorn-amity-jun-2017
Sgd imperatives-for quality in digital enviorn-amity-jun-2017Sgd imperatives-for quality in digital enviorn-amity-jun-2017
Sgd imperatives-for quality in digital enviorn-amity-jun-2017
 
From VR Professional to Teacher: Crafting Instruction Sessions
From VR Professional to Teacher: Crafting Instruction SessionsFrom VR Professional to Teacher: Crafting Instruction Sessions
From VR Professional to Teacher: Crafting Instruction Sessions
 
Passion-Based Learning ISACS Workshop
Passion-Based Learning ISACS WorkshopPassion-Based Learning ISACS Workshop
Passion-Based Learning ISACS Workshop
 
Pgc session 1.3 oct 2011
Pgc session 1.3 oct 2011Pgc session 1.3 oct 2011
Pgc session 1.3 oct 2011
 
Passion Based Learning: Lausanne 2012
Passion Based Learning: Lausanne 2012Passion Based Learning: Lausanne 2012
Passion Based Learning: Lausanne 2012
 
Edu 205 week 2
Edu 205   week 2 Edu 205   week 2
Edu 205 week 2
 
Passion-Based Learning Workshop
Passion-Based Learning WorkshopPassion-Based Learning Workshop
Passion-Based Learning Workshop
 
Forum on the use of social media in the university classroom
Forum on the use of social media in the university classroomForum on the use of social media in the university classroom
Forum on the use of social media in the university classroom
 
Passionbased Main Education08
Passionbased Main Education08Passionbased Main Education08
Passionbased Main Education08
 
Pedagogy challenges-sgd
Pedagogy challenges-sgdPedagogy challenges-sgd
Pedagogy challenges-sgd
 
UbD and Technology
UbD and TechnologyUbD and Technology
UbD and Technology
 
ICBL Active Learning
ICBL Active LearningICBL Active Learning
ICBL Active Learning
 
High Schools New Face (Tues)
High Schools New Face (Tues)High Schools New Face (Tues)
High Schools New Face (Tues)
 
Guatemala active learn strategies 2 110111
Guatemala active learn strategies 2 110111Guatemala active learn strategies 2 110111
Guatemala active learn strategies 2 110111
 

More from Karen Spencer

Transforming our students’ experiences - Future-focused learning design - Kar...
Transforming our students’ experiences - Future-focused learning design - Kar...Transforming our students’ experiences - Future-focused learning design - Kar...
Transforming our students’ experiences - Future-focused learning design - Kar...Karen Spencer
 
Harnessing the power of connectedness | Growing adaptive experts
Harnessing the power of connectedness  |  Growing adaptive expertsHarnessing the power of connectedness  |  Growing adaptive experts
Harnessing the power of connectedness | Growing adaptive expertsKaren Spencer
 
#DEANZ14 | Social networking and professional learning
#DEANZ14  |   Social networking and professional learning#DEANZ14  |   Social networking and professional learning
#DEANZ14 | Social networking and professional learningKaren Spencer
 
TOD May 2 2014 Session 3
TOD May 2 2014 Session 3TOD May 2 2014 Session 3
TOD May 2 2014 Session 3Karen Spencer
 
TOD May 2 2014 Session 2
TOD May 2 2014 Session 2TOD May 2 2014 Session 2
TOD May 2 2014 Session 2Karen Spencer
 
TOD May 2 2014 Session 1
TOD May 2 2014 Session 1TOD May 2 2014 Session 1
TOD May 2 2014 Session 1Karen Spencer
 
CORE Education Breakfast series 2014 | Digitising appraisal and inquiry
CORE Education Breakfast series 2014  |  Digitising appraisal and inquiryCORE Education Breakfast series 2014  |  Digitising appraisal and inquiry
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
 
Teaching as inquiry | An overview
Teaching as inquiry  |  An overviewTeaching as inquiry  |  An overview
Teaching as inquiry | An overviewKaren Spencer
 
Core Breakfasts 2013 & workshops | Effective e-Learning
Core Breakfasts 2013 & workshops  |  Effective e-LearningCore Breakfasts 2013 & workshops  |  Effective e-Learning
Core Breakfasts 2013 & workshops | Effective e-LearningKaren Spencer
 
Online facilitation | A jumping off point
Online facilitation  |  A jumping off pointOnline facilitation  |  A jumping off point
Online facilitation | A jumping off pointKaren Spencer
 
#Ulearn13 | Social networking and professional learning - Research stream
#Ulearn13 |  Social networking and professional learning - Research stream#Ulearn13 |  Social networking and professional learning - Research stream
#Ulearn13 | Social networking and professional learning - Research streamKaren Spencer
 
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...Karen Spencer
 
#ULearn13 | Breakout 6 | Effective eLearning
#ULearn13  |  Breakout 6  |  Effective eLearning#ULearn13  |  Breakout 6  |  Effective eLearning
#ULearn13 | Breakout 6 | Effective eLearningKaren Spencer
 
#ULearn13 | ULearn Mobile | Effective use of mobile techs for learning
#ULearn13  |  ULearn Mobile  |  Effective use of mobile techs for learning#ULearn13  |  ULearn Mobile  |  Effective use of mobile techs for learning
#ULearn13 | ULearn Mobile | Effective use of mobile techs for learningKaren Spencer
 
NZCETA Keynote presentation | July 2013
NZCETA Keynote presentation |  July 2013NZCETA Keynote presentation |  July 2013
NZCETA Keynote presentation | July 2013Karen Spencer
 
Working with digital technology to enhance inquiry learning | 25 June13
Working with digital technology to enhance inquiry learning  |  25 June13Working with digital technology to enhance inquiry learning  |  25 June13
Working with digital technology to enhance inquiry learning | 25 June13Karen Spencer
 
NAPP/Enabling e-Learning webinar | e-Learning Resourcing & Leadership
NAPP/Enabling e-Learning webinar |  e-Learning Resourcing & LeadershipNAPP/Enabling e-Learning webinar |  e-Learning Resourcing & Leadership
NAPP/Enabling e-Learning webinar | e-Learning Resourcing & LeadershipKaren Spencer
 
Workshop slides (PDF) | #corebreakfast
Workshop slides (PDF)  |  #corebreakfastWorkshop slides (PDF)  |  #corebreakfast
Workshop slides (PDF) | #corebreakfastKaren Spencer
 
Desiging e-Learning | #corebreakfast
Desiging e-Learning  |  #corebreakfastDesiging e-Learning  |  #corebreakfast
Desiging e-Learning | #corebreakfastKaren Spencer
 
Trialling technology to grow writers
Trialling technology to grow writersTrialling technology to grow writers
Trialling technology to grow writersKaren Spencer
 

More from Karen Spencer (20)

Transforming our students’ experiences - Future-focused learning design - Kar...
Transforming our students’ experiences - Future-focused learning design - Kar...Transforming our students’ experiences - Future-focused learning design - Kar...
Transforming our students’ experiences - Future-focused learning design - Kar...
 
Harnessing the power of connectedness | Growing adaptive experts
Harnessing the power of connectedness  |  Growing adaptive expertsHarnessing the power of connectedness  |  Growing adaptive experts
Harnessing the power of connectedness | Growing adaptive experts
 
#DEANZ14 | Social networking and professional learning
#DEANZ14  |   Social networking and professional learning#DEANZ14  |   Social networking and professional learning
#DEANZ14 | Social networking and professional learning
 
TOD May 2 2014 Session 3
TOD May 2 2014 Session 3TOD May 2 2014 Session 3
TOD May 2 2014 Session 3
 
TOD May 2 2014 Session 2
TOD May 2 2014 Session 2TOD May 2 2014 Session 2
TOD May 2 2014 Session 2
 
TOD May 2 2014 Session 1
TOD May 2 2014 Session 1TOD May 2 2014 Session 1
TOD May 2 2014 Session 1
 
CORE Education Breakfast series 2014 | Digitising appraisal and inquiry
CORE Education Breakfast series 2014  |  Digitising appraisal and inquiryCORE Education Breakfast series 2014  |  Digitising appraisal and inquiry
CORE Education Breakfast series 2014 | Digitising appraisal and inquiry
 
Teaching as inquiry | An overview
Teaching as inquiry  |  An overviewTeaching as inquiry  |  An overview
Teaching as inquiry | An overview
 
Core Breakfasts 2013 & workshops | Effective e-Learning
Core Breakfasts 2013 & workshops  |  Effective e-LearningCore Breakfasts 2013 & workshops  |  Effective e-Learning
Core Breakfasts 2013 & workshops | Effective e-Learning
 
Online facilitation | A jumping off point
Online facilitation  |  A jumping off pointOnline facilitation  |  A jumping off point
Online facilitation | A jumping off point
 
#Ulearn13 | Social networking and professional learning - Research stream
#Ulearn13 |  Social networking and professional learning - Research stream#Ulearn13 |  Social networking and professional learning - Research stream
#Ulearn13 | Social networking and professional learning - Research stream
 
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...
#ULearn13: The blog that sank the Titanic: Cultivating digital citizenship in...
 
#ULearn13 | Breakout 6 | Effective eLearning
#ULearn13  |  Breakout 6  |  Effective eLearning#ULearn13  |  Breakout 6  |  Effective eLearning
#ULearn13 | Breakout 6 | Effective eLearning
 
#ULearn13 | ULearn Mobile | Effective use of mobile techs for learning
#ULearn13  |  ULearn Mobile  |  Effective use of mobile techs for learning#ULearn13  |  ULearn Mobile  |  Effective use of mobile techs for learning
#ULearn13 | ULearn Mobile | Effective use of mobile techs for learning
 
NZCETA Keynote presentation | July 2013
NZCETA Keynote presentation |  July 2013NZCETA Keynote presentation |  July 2013
NZCETA Keynote presentation | July 2013
 
Working with digital technology to enhance inquiry learning | 25 June13
Working with digital technology to enhance inquiry learning  |  25 June13Working with digital technology to enhance inquiry learning  |  25 June13
Working with digital technology to enhance inquiry learning | 25 June13
 
NAPP/Enabling e-Learning webinar | e-Learning Resourcing & Leadership
NAPP/Enabling e-Learning webinar |  e-Learning Resourcing & LeadershipNAPP/Enabling e-Learning webinar |  e-Learning Resourcing & Leadership
NAPP/Enabling e-Learning webinar | e-Learning Resourcing & Leadership
 
Workshop slides (PDF) | #corebreakfast
Workshop slides (PDF)  |  #corebreakfastWorkshop slides (PDF)  |  #corebreakfast
Workshop slides (PDF) | #corebreakfast
 
Desiging e-Learning | #corebreakfast
Desiging e-Learning  |  #corebreakfastDesiging e-Learning  |  #corebreakfast
Desiging e-Learning | #corebreakfast
 
Trialling technology to grow writers
Trialling technology to grow writersTrialling technology to grow writers
Trialling technology to grow writers
 

Recently uploaded

Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfJemuel Francisco
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptxmary850239
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptxiammrhaywood
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17Celine George
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptshraddhaparab530
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Celine George
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...Postal Advocate Inc.
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Celine George
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfTechSoup
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...JojoEDelaCruz
 

Recently uploaded (20)

Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.ppt
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
 
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptxLEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
 

WRATE workshop 16 March2010

  • 1. ICTs in English How technologies can support effective teaching and learning in English Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
  • 2. . Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one”
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.  
  • 8.
  • 9.
  • 10.
  • 11.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.

Editor's Notes

  1. This session offers you an opportunity to look at a range of ideas for using ICT to enhance the way your students engage with text. Using a short story as an example, we will explore how and why web-based applications can provide exciting new ways to explore the key ideas. By the end of the session, you will have a range of approaches and ideas to take away with you that you can adapt or use for your own teaching. Not sure the title is correct - a focus on tools is cart before horse….
  2. Co-construct the purpose of the session By the end of the session, we will…. have explored what we think about using technologies, a framework for planning our teaching to align the tools, the content and the pedagogy Touched on a range of examples for what quality e-learning might look like, with some different tools Wesch: http://www.youtube.com/watch?v=dGCJ46vyR9o
  3. What the standards are/ are not
  4. Digital reformation: unprecedented change driven by social and economic drivers, akin to the development of the Gutenburg press. Lifelong learning: not just knowledge is needed but the skills to adapt, change, learn and reflect, to collaborate… User-focused: people can work together, share, ‘the ‘hacker ethic’, the expectation of information sharing, open source Quis custodiet ipsos custodes? - who will guard the guards themselves [Juvenal] - the need to be evaluative, able to discriminate, analytical, what is quality? What is reliable? KAREN and the roll-out of a high-speed network
  5. References Literacy Learning Progressions and e-learning: http://elearningbop.wikispaces.com/End+of+Year+10 eLearning as Inquiry: a framework: http://elearningasinquiry.tki.org.nz/What-is-e-Learning-as-Inquiry eLearning as Inquiry: integrating e-learning into your literacy teaching: http://elearningasinquiry.tki.org.nz/ Digistore: Digital storehouse: http://digistore.tki.org.nz/ec/p/home Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. 
Alton-Lee identifies characteristics of quality teaching that are associated with high-quality outcomes for diverse students. One of these is that 田 urriculum goals, resources including ICT usage, task design and teaching are effectively aligned � . The research-based characteristics she associates with this outcome include curricular alignment, the integration of ICT into pedagogical practice across the curriculum, and whole-school alignment that optimises opportunities to learn.
 http://www.educationcounts.govt.nz/publications/series/2515/5959 Becta (2003). What the Research Says about ICT and Motivation. 
This report by the British Educational Communications and Technology Agency (Becta) is one of a series that analyses the available evidence on the use of ICT in education. It concludes that ICT can stimulate, motivate and spark students � appetites for learning and helps to create a culture of success. This can be demonstrated in students � increased commitment to the learning task, their enhanced enjoyment, interest, and sense of achievement in learning when using ICT, and their enhanced self-esteem.
 http://partners.becta.org.uk/index.php?section =rh&rid=13660 Higgins, S. (2003). Does ICT Improve Teaching and Learning in Schools? BERA Professional User Review. Newcastle, UK: University of Newcastle. 
This peer review of research from the United Kingdom draws largely on 200 reports and articles that were reviewed for the Teacher Training Agency 痴 study into Effective Pedagogy Using Information and Communications Technology for Literacy and Numeracy in Primary Schools. It provides a useful and accessible resource that identifies some key messages for practice. Higgins cautions that although ICT can improve teaching and learning, there are important issues that need to be considered if it is to make a difference.
 http://www.bera.ac.uk/blog/2008/07/reviews/ Software for Learning: http://softwareforlearning.tki.org.nz/
  6. The e-Learning as Inquiry diagram shows four areas of inquiry and the relationship between them. "Teaching" and "Learning” "Teaching" and "Learning" form one area of inquiry. When considering "Teaching", the key question for teachers to ask is: "How do I integrate digital content into effective teaching practice?" When considering "Learning", the key question is: "How can I use digital content to co-construct new learning with my students?” "Teaching" and "Learning" are linked to the next area, "Learning Inquiry". "Learning Inquiry”: The key question to ask in "Learning Inquiry" is: "What happened as a result of the teaching, and what are the implications for future teaching?" This leads to two related questions: "How do I monitor the impact of my teaching on students' learning?" and "What have I learned about the use of digital content in literacy teaching?"If, from this inquiry, the question "Is there something I need to change or learn?" arises, a link is established with "Teaching Inquiry". On the other hand, if the questions "What are the next steps for learning?" or "How can I support the transfer of this learning?" arise, a link is established with "Focusing Inquiry". "Focusing Inquiry”: "Focusing Inquiry" involves asking the key question: "What is important (and therefore worth spending time on), given where my students are at?" There are two related questions: "What do I need to find out about my students' literacy and e-learning needs and strengths?" and "What are my own needs and strengths in an e-learning context?” "Focusing Inquiry" is linked to "Teaching Inquiry". "Teaching Inquiry”: The key question in "Teaching Inquiry" is "What strategies (evidence-based) are most likely to help my students learn this?" There are three related questions: "Would digital content be effective to support student learning?", "How do I choose appropriate digital content?", and "What e-learning strategies could I use to support the needs of specific groups of learners?” "Teaching Inquiry" is linked to "Teaching" and "Learning", creating a circular cycle. http://elearningasinquiry.tki.org.nz/What-is-e-Learning-as-Inquiry/Description-e-Learning-as-Inquiry-framework-diagram
  7. Use ‘Give one, get one’ to exchange ideas "What is important (and therefore worth spending time on), given where my students are at?" Be able to read for meaning, to identify audience and purpose and unpack that by reference to language, structure etc. There are two related questions: "What do I need to find out about my students' literacy and e-learning needs and strengths?” Literacy needs: what are the challenges in vocabulary, form, structure, context (consider recent assessment data on Reading - this may generate particular literacy goals for, say, inference, reading for meaning). See Effective Literacy Practice. What can they already do in terms of technologies? What are their interests? What is manageable? "What are my own needs and strengths in an e-learning context?” Do I understand how I can use the technologies that would work for this? Do I understand how to support them with the areas of need in literacy?
  8. The key question in "Teaching Inquiry" is "What strategies (evidence-based) are most likely to help my students learn this?" There are three related questions: "Would digital content be effective to support student learning?” Prior knowledge and making connections: source materials from WW2 and present day wars. Freemind: capture existing knowledge and make connections "How do I choose appropriate digital content?” Digital content must help them make connections, form predictions and support the learning intentions. Students must be suported in their literacy so they can navigate the content. "What e-learning strategies could I use to support the needs of specific groups of learners?” Vary the content they experience Ensure that I select a range that acknowledges different needs; provide choice Pay deliberate attention to culture diversity and foster this (ako)
  9. "Teaching" and "Learning" form one area of inquiry. When considering "Teaching", the key question for teachers to ask is: "How do I integrate digital content into effective teaching practice?" Prior knowledge: Freemind/Inspiration Make connections: Webquests on WW1, Youtube, select two sites on different wwars Form a hypothesis on the main question ‘What is the impact…?’ Read for meaning Watch YouTube video first Break down the poem into sections: groups explore and explain the meaning through the use of Google images/drama/digital essay Language: Integrate a range of texts into Wordle to provoke discussion on imagery Compare the key images with the YouTube animation of the poem. Critique is portrayal. When considering "Learning", the key question is: "How can I use digital content to co-construct new learning with my students?” Groups develop questions about the poem (on, between and beyond the lines) and post to a wiki. Different students respond. On the wiki or in a class blog, they post responses to the over-arching question OR present their findings in a digital essay (iMovie) OR develop a Voicethread response.. References: Dulce et Decorum Est: http://www.youtube.com/watch?v=P4Lzo_EXXOQ
  10. The key question to ask in "Learning Inquiry" is: "What happened as a result of the teaching, and what are the implications for future teaching?" This leads to two related questions: "How do I monitor the impact of my teaching on students' learning?” HOW DO YOU MONITOR NOW? Contributions in class, on the wiki etc. Assess their ability to analyse, construct a response of their own in written/visual/oral forms. Use the LLP and the NZC. "What have I learned about the use of digital content in literacy teaching?"If, from this inquiry, the question "Is there something I need to change or learn?" arises, a link is established with "Teaching Inquiry". On the other hand, if the questions "What are the next steps for learning?" or "How can I support the transfer of this learning?" arise, a link is established with "Focusing Inquiry".
  11. Learning and Motivation in 21st Century http://www.youtube.com/watch?v=K_6GUx1Zx0w&feature=related