INTERGRATING ICT IN EDUCATION THEMES Experiences, Planning and
Implementation, Resource Management, Influencing Factors. THEMES
Experiences, Planning and Implementation, Resource Management,
Influencing Factors.
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Goal Contextually relevant and innovative instructional
approaches and strategies in pedagogical leadership. Learning
outcomes Describe and analyze own experience of ICT integration
practices and discuss their implications; Develop an understanding
of the interlinkages between ICT and Education Leadership; Develop
technological pedagogical content knowledge; Distinguish between
adjunct use and Integration of ICT; Develop an understanding of the
integration of ICT in the teaching and learning; Use ICT resources
Email, Spreadsheets and Word-processing Software Learning outcomes
Describe and analyze own experience of ICT integration practices
and discuss their implications; Develop an understanding of the
interlinkages between ICT and Education Leadership; Develop
technological pedagogical content knowledge; Distinguish between
adjunct use and Integration of ICT; Develop an understanding of the
integration of ICT in the teaching and learning; Use ICT resources
Email, Spreadsheets and Word-processing Software
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Presentation outline Discussions Tasks Reviews Hands on
Individual and Collaborative Reflection Demonstration Discussions
Tasks Reviews Hands on Individual and Collaborative Reflection
Demonstration
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ICT INTEGRATION IN EDUCATION LEADERSHIP AND MANAGEMENT
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Objectives of the Session Describe and analyze our experiences
of ICT integration practices and discuss the implications.
Distinguish between adjunct use and integration of ICT in
Education. Discuss and Understand ICT integration in pedagogical
leadership.
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Experience with ICT What do you remember about the experience?
Why? What did you enjoy/ not enjoy doing? Why? What was good/not
good about the experience? Why? What was about the experience? Why?
What situation/topic do you remember most/least about? Why? What do
you think was relevant/irrelevant about your school/Institution
experiences? What do you remember about the experience? Why? What
did you enjoy/ not enjoy doing? Why? What was good/not good about
the experience? Why? What was about the experience? Why? What
situation/topic do you remember most/least about? Why? What do you
think was relevant/irrelevant about your school/Institution
experiences?
WHAT INFLUENCES LEARNING What the learner already knows prior
knowledge Learners interest motivation Prior knowledge: A
Determinant of WHAT further learning can occur What the learner
already knows prior knowledge Learners interest motivation Prior
knowledge: A Determinant of WHAT further learning can occur
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Three Way Relationship Phenomenon Everyday Knowledge Everyday,
common sense way of talking and thinking Developed and reinforced
by growing in a culture. Learned and reinforced subconsciously
through everyday communication Educational More formalized ways of
talking and thinking Development and vandalized by learning
communities Learning through explicit teaching (not these to be
discovered)
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Learning Influences the PROCESS whereby learning occurs.
Motivation: Learning styles and Multiple Intelligences. Central
rote learning set meaningful learning set Influences the PROCESS
whereby learning occurs. Motivation: Learning styles and Multiple
Intelligences. Central rote learning set meaningful learning
set
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Ausubel If I was to reduce all of educational psychology to
just one principle, I would say this: the most important single
factor influencing learning is what the learner already knows.
(1968) for meaningful learning the learner must make a conscious
effort to relate new knowledge to existing knowledge, to identify
key conceptions in the new knowledge and relate these to other key
ideas. If I was to reduce all of educational psychology to just one
principle, I would say this: the most important single factor
influencing learning is what the learner already knows. (1968) for
meaningful learning the learner must make a conscious effort to
relate new knowledge to existing knowledge, to identify key
conceptions in the new knowledge and relate these to other key
ideas.
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Meaningful Learning New Learning meaningful Rote existing
knowledge new learning new learning existing knowledge
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Meaningful Learning Degree of meaningful learning depends on
the NATURE of existing knowledge and HOW it interacts with new
learning Those aspects of existing knowledge which provide these
interactions are subsumers Degree of meaningful learning depends on
the NATURE of existing knowledge and HOW it interacts with new
learning Those aspects of existing knowledge which provide these
interactions are subsumers
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Meaningful Learning Logically meaningful materials DO NOT
AUTOMATICALLY mean psychologically meaningful learning Advanced
organizers an approach to assisting learning when there are no
subsumers (existing knowledge to allow appropriate linkages)
Logically meaningful materials DO NOT AUTOMATICALLY mean
psychologically meaningful learning Advanced organizers an approach
to assisting learning when there are no subsumers (existing
knowledge to allow appropriate linkages)
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Learning Theories Conceptual Change Constructivism
Meta-cognition Information Processing
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Conceptual Change It is the process, where an existing
conception is fundamentally changed or even replaced, and becomes
the conceptual framework that students use to solve problems,
explain phenomena, and function in their world.
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Conceptual Change in Classroom Teaching Reveal student
preconceptions Discuss and evaluate preconceptions Create
conceptual conflict with those preconceptions Encourage and guide
conceptual restructuring Reveal Student Preconceptions
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Constructivism People construct their own understanding and
knowledge of the world, through experiencing things and reflecting
on those experiences. We are active creators of our own knowledge.
To do this, we must ask questions, explore, and assess what we
know. The constructivist view involves two principles: 1. Knowledge
is actively constructed by the learner, not passively received from
the environment. 2. Coming to know is a process of adaptation based
on and constantly modified by a learner's experience of world
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Constructivism in Classroom Teaching Curriculum emphasizes big
concepts, beginning with the whole and expanding to include the
parts. Pursuit of student questions and interests is valued.
Materials include primary sources of material and manipulative
materials.
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Constructivism in Classroom Teaching (Cont..) Learning is
interactive, building on what the student already knows. Teachers
have a dialogue with students, helping students construct their own
knowledge. Teacher's role is interactive, rooted in
negotiation.
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Constructivism in Classroom Teaching (Cont..) Assessment
includes student works, observations, and points of view, as well
as tests. Process is as important as product. Knowledge is seen as
dynamic, ever changing with our experiences. Students work
primarily in groups.
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Meta-Cognition The knowledge of one's own thinking processes
and strategies, and the ability to consciously reflect and act on
the knowledge of cognition to modify those processes and
strategies. meta-cognition involves: knowledge and control of self
knowledge and control of process Paris and Winograd (2005)
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Meta-cognition in Classroom Teaching Identifying "what you
know" and "what you don't know." Thinking about thinking Keeping a
thinking journal. Planning and self-regulation. Debriefing the
thinking process. Self-Evaluation.
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INFORMATION PROCESSING The conversion of latent information
into manifest information SOME KEY IDEAS IN THIS VIEW OF LEARNING
SELECTING CHUNKING THINGS EVERYBODY DOES PROCESSING OR INTEGRATING
EXTENDING THINGS GOOD LEARNERS DO MONITORING SOME KEY IDEAS IN THIS
VIEW OF LEARNING SELECTING CHUNKING THINGS EVERYBODY DOES
PROCESSING OR INTEGRATING EXTENDING THINGS GOOD LEARNERS DO
MONITORING
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Information Processing in Classroom Teaching 1. Gain the
students' attention. 2. Bring to mind relevant prior learning. 3.
Point out important information.
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Information Processing in Classroom Teaching Cont. 4. Present
information in an organized manner 5. Show students how to
categorize (chunk) related information. 6. Provide opportunities
for students to elaborate on new information.
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Information Processing in Classroom Teaching Cont 7. Show
students how to use coding when memorizing lists. 8. Provide for
repetition of learning. 9. Provide opportunities for over learning
of fundamental concepts and skills.
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Pedagogical Leadership with ICT Learning theories that have
impacted teaching and learning with ICT. Tutor, Tutee and Tool.
Computer as tutor Computer as Tutee. Computer as Tool. Learning
theories that have impacted teaching and learning with ICT. Tutor,
Tutee and Tool. Computer as tutor Computer as Tutee. Computer as
Tool.
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ICT What is ICT? What is Adjunct Use and Integrated Use of ICT
in Education? What is ICT? What is Adjunct Use and Integrated Use
of ICT in Education?
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ICT Information communication technology (ICT): The term ICT
encompasses the range of hardware (desktop and portable computers,
projection technology, calculators, data-logging, and
digital-recording equipment), software applications (Generic
software such as excel, access and multimedia resources such as
flash, video and power point), and information systems (Intranet,
Internet)
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education that is organized in such as way that it cuts across
subject- matter lines, bringing together various aspects of the
curriculum into meaningful association to focus upon broad areas of
study. It views learning and teaching in a holistic way and
reflects the real world, Which is interactive? Shoemarker(1989)
education that is organized in such as way that it cuts across
subject- matter lines, bringing together various aspects of the
curriculum into meaningful association to focus upon broad areas of
study. It views learning and teaching in a holistic way and
reflects the real world, Which is interactive?
Shoemarker(1989)
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Why integrate or Use Integrate use Advantages
Disadvantages
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Integrated/Adjunct use Integration Adjunct
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ICT USE ICT Integration: Integration is using ICT in teaching
and learning, as part and parcel of the curriculum independent of
time and place. This could be as a tool or as technology. if it is
used to enhance the teaching and learning then it is integrated use
ICT Integration: Integration is using ICT in teaching and learning,
as part and parcel of the curriculum independent of time and place.
This could be as a tool or as technology. if it is used to enhance
the teaching and learning then it is integrated use Adjunct use is
the use of Technology as an extra or addition tool in teaching and
learning. It means that if technology is in isolation of the
content then it is adjunct use.
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Why integrate or Use Integrate use Advantages
Disadvantages
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Integration It is important to use technology based on the four
principles enhancement, retrieval, reversal, obsolescence.
Integration should allow for enriching, enhancing and maximizing
learning. It is important to use technology based on the four
principles enhancement, retrieval, reversal, obsolescence.
Integration should allow for enriching, enhancing and maximizing
learning.
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TPCK
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ICT LEADERSHIP Enhancing School Leadership Principals
Leadership Teacher Leaders Leadership for meaning, leadership for
problem solving, collegial leadership, leadership as shared
responsibility, leadership that serves school purposes, leadership
that is tough enough to demand a great deal from everyone, and
leadership that is tender enough to encourage the heart these are
the images of leadership we need for schools as communities
(Sergiovanni, 1997, p. 3). Enhancing School Leadership Principals
Leadership Teacher Leaders Leadership for meaning, leadership for
problem solving, collegial leadership, leadership as shared
responsibility, leadership that serves school purposes, leadership
that is tough enough to demand a great deal from everyone, and
leadership that is tender enough to encourage the heart these are
the images of leadership we need for schools as communities
(Sergiovanni, 1997, p. 3).
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Leadership supports the creation and articulation of a shared
vision of ICT use which is key to driving and managing a change in
use of ICTs in teaching and learning (Hughes & Zachariah, 2001;
Otto & Albion, 2002). Leadership supports the creation and
articulation of a shared vision of ICT use which is key to driving
and managing a change in use of ICTs in teaching and learning
(Hughes & Zachariah, 2001; Otto & Albion, 2002). ICT
LEADERSHIP
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Leadership harnesses commitment to improve teaching and
learning through ICT integration and leverages available skills to
utilize ICTs effectively (Hayes, 2007). Leadership harnesses
commitment to improve teaching and learning through ICT integration
and leverages available skills to utilize ICTs effectively (Hayes,
2007). ICT LEADERSHIP
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Leaders who are close to the curriculum and teaching are well
placed to influence pedagogical change through ICTs (Kearney &
McGarr, 2009). Leaders who are close to the curriculum and teaching
are well placed to influence pedagogical change through ICTs
(Kearney & McGarr, 2009). ICT LEADERSHIP
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Leadership establishes a culture that enables innovation as
well as a shared sense of responsibility for innovation (Kirkland
& Sutch, 2009). Leadership establishes a culture that enables
innovation as well as a shared sense of responsibility for
innovation (Kirkland & Sutch, 2009). ICT LEADERSHIP
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Identifying Affordance 1. What is the affordance i.e.
opportunities for learning 2. What is facilitating the affordance
or providing the opportunity. 3. What is promoting the degree of
affordance? 4. What is the source of information? 1. What is the
affordance i.e. opportunities for learning 2. What is facilitating
the affordance or providing the opportunity. 3. What is promoting
the degree of affordance? 4. What is the source of
information?
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Activity Affordance for students Elements that provide
affordance Elements that may increase degree of Affordance Elements
that provide information about affordance While school leaders are
integrating ICT in their work review affordance based on the above
questions. Complete the table below
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Affordance
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Thought What factors supported and hindered your school
leadership through Integration?
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The beginning
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FOR TOMMOROW HOME FUN For session 1 Read the stages of team
work form your reading pack Session 2 Read time management form
your reading pack
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Email Collaboration and interaction. Publishing of students
work. Interaction ( Blogs, Discussion forum, Mailing list)
Collaboration and interaction. Publishing of students work.
Interaction ( Blogs, Discussion forum, Mailing list)
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Spreadsheets Collaboration and interaction. Publishing of
students work. Interaction ( Blogs, Discussion forum, Mailing list)
Collaboration and interaction. Publishing of students work.
Interaction ( Blogs, Discussion forum, Mailing list)
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Word Processing Collaboration and interaction. Publishing of
students work. Interaction ( Blogs, Discussion forum, Mailing list)
Collaboration and interaction. Publishing of students work.
Interaction ( Blogs, Discussion forum, Mailing list)
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Web-based Collaboration and interaction. Publishing of students
work. Interaction ( Blogs, Discussion forum, Mailing list)
Collaboration and interaction. Publishing of students work.
Interaction ( Blogs, Discussion forum, Mailing list)