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ICT to support learning programs


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December 2009, Enschede. Workshop for South African researchers and educators about how ICT could support their work.

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ICT to support learning programs

  1. 1. ICT & mobiles to support Multigrade training programs SLO program 'Supervising Educational Design Research projects' Wim de Boer 8-12-2009
  2. 2. 18 x
  3. 3. MozambiqueMozambique UniversidadeUniversidade CatólicaCatólica dede MocambiqueMocambique
  4. 4. Dede (2008) • variety of tools • not one didactical approach, not one solution
  5. 5. Knezek en Christensen (2008): ICT attitudes & competenties Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer
  6. 6. What do you use?
  7. 7. Elements:
  8. 8. Focuses:
  9. 9. CMSs and their focuses…
  10. 10. Example of blended learning with the support of TeleTOP
  11. 11. Spaces for supporting your program • Google collaborate: • Microsoft: • Moodle: (> 100 sites in SA) http://www.e- • Yahoo e-groups: • Wordpress. i.e. • portal and social collaboration software: • Online collaboration (Shared Workspaces, Live Editing, Microblogging, Integrated Chatting):
  12. 12. Real-time conferencing 8 Free Web Conferencing Tools: conferencing-tools/ Features • Conference-Rooms • Video/Audio • See Desktop of any participant • Whiteboard • Safe/export Drawings from whiteboard • Document Importing • Moderating System
  13. 13. DEFINITION OF MOBILE LEARNING Figure 1. Functionality and mobility in a definition of mobile learning
  14. 14. Personal computers Household Internet and computer access 2007 Source: ITU SA personal computers 8.5 per 100 people World Bank 2009, Information and Communication for Development p282 SA Internet users 10.75 users per 100 people : 24.04.2008, Source: ITU World Telecommunication/ICT Indicators Database
  15. 15. SA:Internet user spread by province Goldstuck 2008 p.119
  16. 16. The digital divide • On-campus, access is fair and equivalent • Off-campus access is varied and unequal
  17. 17. Phones by country 1.3 billion fixed telephone lines worldwide 19 per 100 inhabitants Manuel 2009 ITU 2007 67% of South Africans own a cell phone (AMPS, 2008)
  18. 18. 44 Mobile Internet usage by low income South African Youth example • "Assessing Cell Phone Usage in a South African Township School" (Tino Kreutzer, UCT) looks at the mobile phone usage patterns of teenagers in Samora Machel, an informal settlement in Cape Town as opposed to a black township – 75% of learners had their own phone, 25% shared a phone – 86% could play games on their phones – 67% could take photos – 60% could play/record videos – 50% could access the internet (with own phone) – 96% used prepaid – 80% had used mobile instant messaging – 97% have used a mobile phone to access the internet (multiphone usage)
  19. 19. Mobile Learning OrganiseCommunicate Create Reference Tools Fun Revise Integration Calender Timetable Assignments Addresses Lists To-do Email Web Ideas Essays Notes Lectures E-books PDF Newspapers Calculators VLE Synchronise Jon Trinder
  20. 20. smartphone: categories of use • Administration, e.g., the use of calendars, exam reminders, grading software; • Referential, e.g., dictionaries, e- books and office applications; • Interactive, e.g., quizzes, response software; Microworld, e.g., simulations, games; • Data collection, e.g., data logging, note taking, audio recording, eportfolios • Location aware, e.g., augmented environments, gps navigation and tagging; and • Collaborative, e.g., pod/vodcasting, blogging, instant messaging.
  21. 21. iphone
  22. 22. New technologies, new pedagogies: Mobile learn Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). Table of Contents 1 - Introduction: Using mobile technologies to develop new ways of teaching and learning3 , Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry 2 - Professional development: Faculty development for new technologies: Putting mobile learning in the hands of the teachers4 , Geraldine Lefoe, Ian Olney, Rob Wright and Anthony Herrington 3 - Adult education: Using a smartphone to create digital teaching episodes as resources in adult education5 , Anthony Herrington 4 - Early childhood education: Digital story telling using iPods6 , Ian Olney, Jan Herrington and Irina Verenikina 5 - Environmental education: Using mobile phones to enhance teacher learning in environmental education7 , Brian Ferry 6 - Information technology education: Incorporating mobile technologies within constructivist-based curriculum resources8 , Anthony Herrington 7 - Language and literacy education: Using iPods to capture professional dialogue between early career teachers to enrich reflective practice9 , Jessica Mantei and Lisa Kervin 8 - Mathematics education: Role of mobile digital technology in fostering the construction of pedagogical and content knowledge of mathematic 10 , Mohan Chinnappan 9 - Physical education: Using iPods to enhance the teaching of games in physical education11 , Greg Forrest 10 - Reflective practice: Collaborative gathering, evaluating and communicating ‘wisdom’ using iPods12 , Lisa Kervin and Jessica Mantei 11 - Science education: Using mobile phone cameras to capture images for slowmations: Student-generated science animations13 , Garry Hoban 14
  23. 23. EXAMPLES OF MOBILE LEARNING IN THE MAINSTREAM • South Africa. University of Pretoria: Academic administration by SMSs. Students in rural Africa receive mobile learning messages on timetable changes, enrolment deadlines, assignment results, examination requirements, administrative changes etc. Academic content SMSs giving summaries, examination assistance and multiple choice questioning. All students are studying education courses at the University and are teachers in rural schools with no computer network for elearning but all have mobile phones. • Australia: iPods were used to extend an established learning community beyond the university setting by creating audio files of professional dialogue captured during workshops and uploading them to a repository for teachers to access as needed. • Australia: dissemination through podcasts, record and edit an oral text to share with their student colleagues through their subject website.
  24. 24. what kind would you like, why? How? OrganiseCommunicate Create Reference Tools Fun Revise Integration Calender Timetable Assignments Addresses Lists To-do Email Web Ideas Essays Notes Lectures E-books PDF Newspapers Calculators VLE Synchronise
  25. 25. Design principles for mobile learning 1. Real world relevance: Use mobile learning in authentic contexts 2. Mobile contexts: Use mobile learning in contexts where learnersare mobile 3. Explore: Provide time for exploration of mobile technologies 4. Blended: Blend mobile and non mobile technologies 5. Whenever: Use mobile learning spontaneously 6. Wherever: Use mobile learning in non traditional learning spaces 7. Whomsoever: Use mobile learning both individually and collaboratively 8. Affordances: Exploit the affordances of mobile technologies 9. Personalise: Employ the learners’ own mobile devices 10. Mediation: Use mobile learning to mediate knowledge construction. 11. Produse: Use mobile learning to produce and consume knowledge.
  26. 26. Questions?