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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 | 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.) | ||
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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* Also see the two sections below, taken from [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing|OER4Schools unit 1.4]]. | * 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: | * Watch the following video together, so to stimulate discussion: | ||
{{ | {{:Video/Eness_vertebrates_1.mp4}} | ||
Note that this video is also used in [[OER4Schools]] units | Note that this video is also used in [[OER4Schools]] units | ||
[[OER4Schools/1.1 What is interactive teaching?|1.1]] and | [[OER4Schools/1.1 What is interactive teaching?|1.1]] and | ||
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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]] | ||
