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{{DISPLAYTITLE:"ICT for Education" course at Chalimbana University: | __TOC__{{DISPLAYTITLE:"ICT for Education" course at Chalimbana University: Module 2 – Effective use of ICT}} | ||
Module 2 – Effective use of ICT}} | |||
= Introduction to the activity = | = Introduction to the activity = | ||
[[Image:oer4s groupwork outdoors.jpg|thumb|350px|Pupils work together using ICT]] | [[Image:oer4s groupwork outdoors.jpg|thumb|350px|Pupils work together using ICT]] | ||
This activity is about the investigation of the effective use of ICT, for instance exploring collaborative writing in primary and higher education. The activity uses “different-task group work” as a pedagogical strategy, where different groups work on different tasks. | This activity is about the '''investigation of the effective use of ICT''', for instance exploring collaborative writing in primary and higher education. The activity uses “different-task group work” as a pedagogical strategy, where different groups work on different tasks. | ||
We envisage that this activity would be conducted over a number of days, for instance every morning for a whole week (i.e. a total of 2.5 | We envisage that this activity would be conducted over a number of days, for instance every morning for a whole week (i.e. a total of 2.5 days). | ||
In this activity, you (as the participants) will look at "learning to use ICT effectively" in two ways: | In this activity, you (as the participants) will look at "learning to use ICT effectively" in two ways: | ||
* You will use ICTs effectively for yourself as part of this task (in tertiary education), but you will also | * You will '''use ICTs effectively for yourself as part of this task''' (in tertiary education), but you will also | ||
* see and reflect on how ICT is used effectively in teaching and learning in primary and secondary education. | * see and reflect on '''how ICT is used effectively in teaching and learning''' in primary and secondary education. | ||
This task is carried out in groups (and you may want to look at OER4schools Unit 3 on group work for more information about the benefits of collaborative working). Groups can be formed in different ways (group work is covered in [[OER4Schools/3.1_Group_work:_Same-task_and_different-tasks_group_work|the OER4Schools professional learning resource Unit 3]]). The method we use here is forming groups randomly. Participants are assigned a letter from A to F randomly, and thus forms groups A to F. The lecturer should make sure that this really leads to well mixed groups, and that participants do not swap groups after groups have been allocated. | This task is carried out in groups (and you may want to look at OER4schools Unit 3 on group work for more information about the benefits of collaborative working). Groups can be formed in different ways (group work is covered in [[OER4Schools/3.1_Group_work:_Same-task_and_different-tasks_group_work|the OER4Schools professional learning resource Unit 3]]). The method we use here is forming groups randomly. Participants are assigned a letter from A to F randomly, and thus forms groups A to F. The lecturer should make sure that this really leads to well mixed groups, and that participants do not swap groups after groups have been allocated. | ||
As participants you should note that we use similar ideas for carrying out this ask as you might use as a teacher in primary or secondary education. This is called modelling, and create linkages between the methods used at various levels of education. For instance, group formation, and also explicitly making sure that | [[Image:oer4s Ts working together.jpg|thumb|350px|Teachers work together.]] | ||
As participants you should note that we use similar ideas for carrying out this ask as you might use as a teacher in primary or secondary education. This is called modelling, and create linkages between the methods used at various levels of education. For instance, group formation, and also explicitly making sure that “everybody understands”. | |||
Having formed the groups, you | Having formed the groups, you then split into groups. Group A-C will be given be given the task of investigating the use of the ICT installation in a nearby primary school, while groups D-F will investigate a number of computer applications for use in education. | ||
Note that we have a class size of about 30, and are forming six groups of 5 each. For different class sizes, we would form more groups. | Note that we have a class size of about 30, and are forming six groups of 5 each. For different class sizes, we would form more groups. | ||
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= Group work = | = Group work = | ||
As a first step, each group should plan how they will execute their task, including the development of a schedule for how they will use the allocated time. | As a first step, each group should plan how they will execute their task, including the development of a schedule for how they will use the allocated time. As the task goes over several days, each group should make an over plan for the whole activity (say across a week), and then start each morning with detailed planning of the activities for that particular day. | ||
== TASK 1 (for groups A, B and C): Field trip to Chalimbana Basic School == | == TASK 1 (for groups A, B and C): Field trip to Chalimbana Basic School == | ||
[[Image:Chalimbana Basic School.jpg|thumb|350px|Chalimbana Basic School]] | |||
The three groups A, B, and C will do a field trip to Chalimbana Basic School, a nearby school, where they will investigate the use of ICT in primary education. | The three groups A, B, and C will do a '''field trip to Chalimbana Basic School, a nearby school, where they will investigate the use of ICT in primary education.''' (Note: If you would like to replicate this activity in a different context, you could choose to investigate the use of ICT at your own institution or another local education facility.) | ||
(Note: If you would like to replicate this activity in a different context, you could choose to investigate the use of ICT at your own institution or another local education facility.) | |||
Each group will investigate a number of topics, using interviews and questionnaires, according to this list: | |||
# ICT equipment (questionnaire, group A). | # ICT equipment (questionnaire, group A). | ||
# infrastructure (questionnaire, group A). | # infrastructure (questionnaire, group A). | ||
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# applications of interactive pedagogy (structured interview, groups B and C) | # applications of interactive pedagogy (structured interview, groups B and C) | ||
# interactive pedagogy without ICT (structured interview, groups B and C) | # interactive pedagogy without ICT (structured interview, groups B and C) | ||
'''The plan for your task should include the following steps:''' | '''The plan for your task should include the following steps:''' | ||
# Before you go to the school, '''develop the structured interviews and questionnaires'''. Also '''assign different roles within your group,''' ensuring that everyone knows what they should do, so that the group can work, and all tasks are covered. (This is modelling group work in schools). You should think of what roles are needed, | # Before you go to the school, '''develop the structured interviews and questionnaires'''. Also '''assign different roles within your group,''' ensuring that everyone knows what they should do, so that the group can work well, and all tasks are covered. (This is modelling group work in schools). You should think of what roles are needed, and might consider including roles such as time keeper, organiser, interviewer, note taker, moderator etc. | ||
# '''Trip to the school.''' You might want to consider sending your organiser ahead to make sure that e.g. the people you are planning to interview are available, etc. Bear in mind that you want to run your tasks as efficiently as possible, without wasting time. | # '''Trip to the school.''' You might want to consider sending your organiser ahead to make sure that e.g. the people you are planning to interview are available, etc. Bear in mind that you want to run your tasks as efficiently as possible, without wasting time. | ||
# '''Evaluation and presentation''': Having returned from the school, you should evaluate your results, and then think about presenting your results. This process should include a mindmap and a report. Assign responsibilities within the group, for instance one person might have the responsibility for the | # '''Evaluation and presentation''': Having returned from the school, you should evaluate your results, and then think about presenting your results. This process should include a mindmap and a report. Assign responsibilities within the group, for instance one person might have the responsibility for the mindmap, somebody else for finalising the report, for the giving the presentation, etc. Here are some suggestions for this part of the task: | ||
## The '''questionnaires and structured interviews could be evaluated using EtherPad''', with everybody typing into the same document, | ## The '''questionnaires and structured interviews could be evaluated using EtherPad''', with everybody typing into the same document, which can then form the basis of your report. | ||
## The presentation of your findings could take the form of a ''' | ## The presentation of your findings could take the form of a '''mindmap''': Create a single colour-coded mind map to summarise the findings and relationships between the topics. You can use concept mapping software if available, or another format, eg. drawing, sticking elements onto a board or manila paper sheets. | ||
# You could also make a '''poster''' presenting your findings. | # You could also make a '''poster''' presenting your findings. | ||
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[[Image:oer4s T concept map.jpg|thumb|300px]] | [[Image:oer4s T concept map.jpg|thumb|300px]] | ||
What makes ICT-based teaching interactive? Using the background material provided | What makes ICT-based teaching interactive? Using the background material provided to investigate what makes ICT-based teaching interactive. | ||
'''The plan for your task should include the following steps:''' | '''The plan for your task should include the following steps:''' | ||
# Read through the materials provided (see list of materials below) | # '''Read through the materials provided''' on interactive teaching and learning (see list of materials below). (You should note that having guiding questions helps participants engage with a particular task.) Use the following guiding questions: | ||
## What is interactive teaching? | ## What is interactive teaching? | ||
## Can you give examples of interactive teaching? | ## Can you give examples of interactive teaching? | ||
## What is the role of the teacher in interactive teaching? | ## What is the role of the teacher in interactive teaching? | ||
## How is ICT used in interactive teaching? | ## How is ICT used in interactive teaching? | ||
## What is the difference between interactive teaching ( | ## What is the difference between interactive teaching (with interactive pedagogy) and purely ICT-based teaching? | ||
# '''Develop criteria for what makes the use of an ICT interactive or not.''' Develop these criteria as a group. You may want to use the following activities: | |||
# Develop criteria for what makes the use of an ICT interactive or not. Develop these criteria as a group. You may want to use the following activities: | |||
## Brainstorming | ## Brainstorming | ||
## Discussion | ## Discussion | ||
## Noting down ideas and recording outcomes in Etherpad or in a mindmap | ## Noting down ideas and recording outcomes in Etherpad or in a mindmap | ||
# '''Exploration of applications and use-cases.''' Choose three applications from the list below, and develop some use-cases for how these applications could be used for interactive teaching. Use the following guiding questions: | |||
# Exploration of applications and use-cases. Choose three applications from the list below, and develop some use-cases for how these applications could be used for interactive teaching. Use the following guiding questions: | ## '''Sort''' the uses of ICTs (not the ICTs themselves) into interactive and non-interactive (e.g. using the table below) | ||
## '''Sort''' the uses of ICTs (not the ICTs themselves) into | ## '''Explore and trial''' each application in depth, identify and document examples of use | ||
## '''Explore''' each application in depth, identify and document examples of use | |||
## '''Identify''' the pitfalls of ICTs | ## '''Identify''' the pitfalls of ICTs | ||
## '''Repeat''' the process | ## '''Repeat''' the process for each application that you are investigating. You are expected to spend several hours on investigating each application, and to investigate at least three applications. | ||
# '''Evaluation and presentation.''' You should evaluate your results, and then think about presenting your results. This process should include a mindmap and a report. Assign responsibilities within the group, for instance one person might have the responsibility for the mind map, somebody else for finalising the report, for giving the presentation, etc. Here are some suggestions for this part of the task: | |||
# '''Evaluation and presentation. ''' | ## The evaluation of questionnaires and structured interviews could be evaluated using EtherPad, with everybody typing into the same document, which can then form the basis of your report. | ||
## The | ## The presentation of your findings could take the in the form of a mindmap: Create a single colour-coded mindmap to summarise the findings and relationships between the topics. You can use mindmap or concept mapping software if available, or another format, eg. drawing, sticking elements onto a board or manila paper sheets. | ||
# The presentation of your findings could take the in the form of a | ## You could also make a poster to present your findings. | ||
# You could also make a poster | |||
=== Additional resources for this task === | === Additional resources for this task === | ||
[[File:Abel photo 2.jpg|thumb|300px|A lesson which uses Geogebra as well as other resources (paper, scissors) to investigate perimeter and area of rectangles.]] | |||
'''List with applications''' (each group chooses some to evaluate): | '''List with applications''' (each group chooses some to evaluate): | ||
# Geogebra | # Geogebra | ||
# Moodle | # Moodle | ||
# | # EtherPad | ||
# Powerpoint | # Powerpoint | ||
# Wikis | # Wikis (e.g. Mediawiki and Wikipedia) | ||
# Scratch | # MIT Scratch | ||
# Spreadsheets | # Spreadsheets | ||
# Blogs | # Blogs | ||
# Google documents | # Google documents | ||
You should do a web search for each of these applications to see what they refer to! | |||
'''Table to record findings:''' | '''Table to record findings:''' Use a table like this one to record your findings about the interactive and non-interactive uses of ICTs. | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
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= Plenary: presentation and whole-class dialogue = | = Plenary: presentation and whole-class dialogue = | ||
[[Image:oer4s group presentation 2.jpg|thumb|350px|Pupils are presenting their findings.]] | [[Image:oer4s group presentation 2.jpg|thumb|350px|Pupils are presenting their findings.]] | ||
On the final day of the activity, groups present their findings to each other, and discuss them. | On the final day of the activity, groups present their findings to each other, and discuss them. As a whole class, you should initially discuss what you would like to do, and how to structure the available time. You should include: | ||
* '''Communicating your results to the other groups''' using the materials you prepared, e.g. the presentation, poster, mindmap. That you prepared earlier. ''Each person in each group will present on one aspect of the findings.'' | |||
As a whole class, you should initially discuss how to structure the available time. | * Consider different '''ways of commenting'''. You can verbally during discussion, but you could e.g. use postits to comment on posters. | ||
* '''Reflect on your own use of ICT''' during this activity (EtherPad and Mindmaps). What have they added to the process? What was challenging? | |||
* Communicating your results to the other groups using the materials you prepared, e.g. the presentation, poster, mindmap. That you prepared earlier. ''Each person in each group will present on one aspect of the findings. '' | * The '''outcomes of discussion should be recorded in an EtherPad'''. The EtherPad used for writing should be projected, with several people contributing at the same time. | ||
* You can | * You may want to '''assign a moderator''' for the various parts of the activity, who also makes sure that you keep to time. | ||
* | |||
* The outcomes of discussion | |||
* You may want to assign a moderator for the various parts of the activity, who also makes sure that you keep to time. | |||
= Appendix: Resources for Task 1 and Task 2 = | = Appendix: Resources for Task 1 and Task 2 = | ||
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In this appendix, we list a number of resources that are used for the above activity for instance for background reading: | In this appendix, we list a number of resources that are used for the above activity for instance for background reading: | ||
* [[OER4Schools|OER4Schools resource on interactive teaching]] | * [[OER4Schools|OER4Schools resource on interactive teaching]] | ||
* | * In order that the the participant do a well prepared Brainstorming session we can use material found here: [[OER4Schools/1.1_What_is_interactive_teaching%3F]] | ||
* VVOB ICT booklet | * VVOB ICT booklet | ||
** PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl | ** PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl | ||
** Website: http://www.ict4atl.org | ** Website: http://www.ict4atl.org | ||
* Also see the two sections below | * Also see the two sections below, taken from [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing|OER4Schools unit 1.4]]. | ||
* Watch the following video together, so to stimulate discussion: | |||
{{:Video/Eness_vertebrates_1.mp4}} | |||
Note that this video is also used in [[OER4Schools]] units | |||
[[OER4Schools/1.1 What is interactive teaching?|1.1]] and | |||
[[OER4Schools/1.2 Designing interactive lesson plans|1.2]], and you may want to have a look there, to see the video in context. | |||
== | == Another idea for using ICT to support interactive teaching == | ||
[[Image:Eness with student.jpg|thumb|300px]] | [[Image:Eness with student.jpg|thumb|300px]] | ||
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You may want to make a note of the topics the teachers each choose for use in class with EtherPad, and to include these in your educator reflections. | You may want to make a note of the topics the teachers each choose for use in class with EtherPad, and to include these in your educator reflections. | ||
}} | }} | ||
== What students say about interactive teaching == | |||
Students say interactive teaching... | |||
* opens up the learners' mind | |||
* creates curiosity | |||
* builds confidence through interaction | |||
* helps slow learners and those who are shy, to participate | |||
* offers learners the freedom to express their views | |||
* promotes learning through deep questioning techniques | |||
* should be encouraged in all the schools in Zambia | |||
* if learners are fully involved it is not easy for them to forget what they are taught | |||
== What students say about interactive teaching == | |||
Students say interactive teaching... | |||
* opens up the learners' mind | |||
* creates curiosity | |||
* builds confidence through interaction | |||
* helps slow learners and those who are shy, to participate | |||
* offers learners the freedom to express their views | |||
* promotes learning through deep questioning techniques | |||
* should be encouraged in all the schools in Zambia | |||
* if learners are fully involved it is not easy for them to forget what they are taught | |||
= Notes = | = Notes = | ||
* This page reuses materials from [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing]] | * This page reuses materials from [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing]] | ||
