How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
This powerpoint presentation includes all the various aspects, advantages and disadvantages, merits and demerits of information and communication technology in the field of education.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Year 1
ICT LECTURE 1: WHY TEACH ICT?
• What is ICT?
• Structure of the Roehampton ICT course
• Getting started with Blogfolio
• ICT audit
• Learning styles
• Rationales for ICT in primary education
Very common tools can be used in Education,
This slide present the basic ideas and suggest teacher how to start.
This slide was presented in WRC Pokhara.......
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
1. Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A
FOUNDATION
SUBJECT
2. ASSESSMENT
ICT
Assemble evidence from ICT work completed over the
programme to complete an ICT e-portfolio. (1250 word
equivalent)
Respond critically and creatively to a chosen question,
drawing on readings and relevant examples from your own
practice in a format of your choice. (1250 word equivalent)
FOUNDATION SUBJECT
Create a teaching resource to support a sequence of lessons
within the chosen foundation subject. (2000 word equivalent)
Write a rationale, explaining how your teaching resource
would be used. (500 words)
3. ICT PORTFOLIO
Select one piece of evidence for all the following
• Developing digital literacy and ICT capability
• ICT to support learning and teaching
• Creative teaching with ICT
• Assessment of and with ICT; ICT for evaluation
• ICT and inclusion
• Planning for embedded ICT
• Innovation and professional development
4. ICT CRITICAL
REFLECTION
Choose one of
• How should teachers best develop ICT knowledge and
understanding of „digital natives‟?
• What is gained or lost as learning moves from the real to the
virtual?
• What is creative teaching? How could ICT support this?
• What particular opportunities and challenges does ICT
present to assessment for learning?
• How might ICT contribute to fostering inclusion in primary
education?
• Does an embedded approach to ICT capability promote or
inhibit learning in ICT and other subjects?
• In what ways does ICT enable teachers to take responsibility
for their development as professionals?
5. ICT CRITICAL
REFLECTION
This can be
• A word processed essay (1250 words),
• A narrated or annotated slide show (750 words or 4 minutes
of narrated slidecast),
• An audio recording (5 minutes),
• A video essay (3 minutes),
• A website (750 words), or
• An animation (3 minutes)
6. FOUNDATION SUBJECT
DIGITAL RESOURCE
For example
• Six annotated images / videos (Art and History)
• A 3D Habitat or interactive model (D&T)
• A digital profile (RE)
• Annotated map (Geography)
etc
Plus a 500 word rationale
7. ICT LECTURES
Developing digital literacy and ICT
capability
ICT to support learning and teaching
Creative teaching with ICT
Assessment of and with ICT; ICT for
evaluation
ICT and inclusion
Planning for embedded ICT
Innovation and professional
development
Workshop
Tutorials
8. ICT for Studying
Research, References, Word, PowerPoint, Moodle, GoogleSites
ICT for teaching
VLEs, Presenting, IWBs, Resources, Web 2.0
ICT for learning
E-learning, E-safety, Multimedia, Games, Thinking
Fundamentals Applications Implications
Geography
Science
English
History
Design
Maths
Music
Art &
D&T
RE
PE
9. What is ICT Capability?
THINK Quietly on your own.
PAIR Share your initial thoughts with your
neighbour.
SHARE With the whole group.
10. ICT CAPABILITY – A
DEFINITION
“Children use and apply their ICT
knowledge, skills and understanding
confidently and competently in their learning
and in everyday contexts. They become
independent and discerning users of
technology, recognising opportunities and
risks and using strategies to stay safe.”
(QCDA, 2009)
11. 2009 - ROSE
“The approach advocated in this report of
embedding ICT throughout the primary
curriculum will yield a number of
benefits, such as the use of technology to
develop deeper cognitive skills; education of
young people so that all can use
technology, with none excluded; and an
informed understanding that ensures full
„digital literacy‟. Given these benefits, by the
end of Year 6 primary children would be well
on the way to harnessing technology for
lifelong learning.”
12. 2011 – NATIONAL
CURRICULUM REVIEW
Despite their importance in balanced educational
provision, we are not entirely persuaded of claims that
design and technology, information and communication
technology and citizenship have sufficient disciplinary
coherence to be stated as discrete and separate National
Curriculum „subjects‟. We recommend that:
Information and communication technology is reclassified
as part of the Basic Curriculum and requirements should
be established so that it permeates all National Curriculum
subjects. We have also noted the arguments, made by
some respondents to the Call for Evidence, that there
should be more widespread teaching of computer science
in secondary schools. We recommend that this proposition
is properly considered.
13. 2012 – MICHAEL GOVE
@ BETT
In order to facilitate more innovative ICT provision in
schools, I am proposing to make provision under the
2002 Education Act to disapply the existing ICT
Programmes of Study and Attainment Targets at all four
key stages, and the associated statutory assessment
arrangements at Key Stage 3, from September 2012.
Under this proposal ICT would remain a compulsory
subject within the National Curriculum, subject to the
outcomes of the National Curriculum review.
However, schools would be freed of the requirement to
adhere to the existing Programmes of Study, Attainment
Targets and statutory assessment arrangements.
14. JUNE 2012 - DFE
The Government has made clear that it considers
ICT to be an important subject that should be taught
to all pupils. As a clear statement of the importance
that it attaches to ICT education, the Government
has decided that ICT will continue to be a National
Curriculum subject, with new statutory Programmes
of Study at all four key stages, from September 2014.
The Department for Education will look to work with
experts from industry, IT organisations and the
teaching profession to develop the new Programmes
of Study as a national standard for all schools, whilst
providing sufficient flexibility and scope to meet the
changing demands of the subject.
15.
16. SHUTDOWN OR
RESTART?
Computer Science should be interpreted as
referring to the scientific discipline of Computer
Science, covering principles such as algorithms,
data structures, programming, systems architecture,
design, problem solving etc.
Information Technology should be understood to
mean the assembly, deployment, and configuration
of digital systems to meet user needs for particular
purposes.
17. DIGITAL LITERACY
should be understood to mean the
basic skill or ability to use a computer confidently,
safely and effectively, including: the ability to use
office software such as word processors, email
and presentation software, the ability to create
and edit images, audio and video, and the ability
to use a web browser and internet search engines.
These are the skills that teachers of other subjects
at secondary school should be able to assume that
their pupils have, as an analogue of being able to
read and write.
18. DIGITAL LITERACY
refers to the more subtle and
situated practices associated
with being able to create,
understand and communicate
meaning and knowledge in a
world in which these processes
are increasingly mediated via
digital technologies.
Futurelab
20. GROWING UP DIGITAL
DON TAPSCOTT, 1998
Contrast between N-Geners and
Baby-boomers
Contrast between TV and the
Net
The Net:
Active
Raises Intelligence
Democratic
Community building
“Using the new technology is
as natural as breathing”
21. DIGITAL NATIVES
MARC PRENSKY, 2001
“Our students have changed radically”
Fast pace
Multi-task
Graphics before text
Random access
Networked
Instant gratification
Frequent reward
Games not work
Digital Immigrant instructors, who
speak an outdated language (that of
the pre-digital age), are struggling to
teach a population that speaks an
entirely new language.
22. THE DIGITAL DISCONNECT
LEVIN & AREFAH, 2002
A substantial disconnect between how
students use the Internet for school and
how they use the Internet during the
school day
Reasons:
Administrators
Variation in teaching policies
Uninspiring assignments
Barriers
Quality of access
Filtering
Inequalities of home access
23. THEIR SPACE
GREEN AND HANNON, DEMOS, 2007
Building relationships
Creating content
Essential skills
Creativity
Communication
Collaboration
User types:
Digital pioneers
Creative producers
Everyday communicators
Information gatherers
24. DIGITAL MEDIA AND
LEARNING INITIATIVE
MACARTHUR FOUNDATION, 2008
Generation gap in
perceived value of online
activity
Learning social and
technical skills
Peer learning
Most aren‟t making the
most of the opportunities
Hanging Out
Messing Around
Geeking Out
25. How should teachers best
develop ICT knowledge and
understanding of „digital
natives‟?
26.
27.
28. Plan a lesson within your
foundation subject that
demonstrably would develop
pupils‟ ICT capability.
29. D&T
Developing, planning and
communicating ideas
Working with
tools, equipment, materials and
components to make quality products
Evaluating processes and products
Knowledge and understanding of
materials and components
Tested by TDA skills testThis module seeks to assist with this.Ditto – but students are invited to undertake an audit to identify their strengths / weaknesses