OER4Schools/ICTs in interactive teaching: Difference between revisions

|title=ICTs in interactive teaching

|session= 1.4

|intention={{ OER4SchoolsWSInfo/intention intro}}

* the '''principles of interactive teaching''' as a reminder of what we are trying to achieve with this programme,

* the kinds of resources (ICT and non ICT) needed for interactive teaching,

* what '''seating arrangements''' work best when using ICT, and

* making effective use of non ICT resources during groupwork with computers.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

* plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students.

{{activity|wcb| on ICT|5}} Consider the following questions:

Remember to record the brainstorm on the board or a large sheet of paper.  Things that may feature are:  PCs, laptops, netbooks, tablets, mp3 players, mobile phones, games consoles, web content (images/maps/), software applications etc.

{{activity|wcd|: Whole group discussion on the role of ICT in the kinds of teaching this programme has been introducing|15}}.  Think about the role that ICT plays in the following video clips and be prepared to discuss your ideas with the rest of the group.  What is similar and what is different about the ICT use in each clip?

The first clip shows the teacher interacting with a group of students making use of ICT (digital images on a tablet) and the second clip shows a group of students (no teacher) interacting using a netbook with the GeoGebra software installed.   

{{activity|wcd|: Discussion on images of ICT use|5}}.  Share your thoughts with the rest of the group :

*  mini-blackboards,

*  measuring tapes or sticks,

*  counters or stones,

*  calculators,

*  digital camera,

*  digital learning resources;

** this includes media (such as images, audio, and video, as well as animations), and using these requires searching for appropriate resources, saving them for re-use with students;

** this also includes files (such as text files, spreadsheets, presentations);

** this also includes applications themselves (such as OpenOffice, GeoGebra).

*  e-book readers (Kindle, Wikireader), and

{{activity|stgw|: Pair work on using resources to support interactive teaching|5}}. Think about some of the resources you might like to use in your forthcoming lessons and discuss them – with teachers of the same grade if possible – or with a small group of other participants. It may be that you need to start gathering resources in advance.  What things might you begin collecting?  Where will you store them? How might you use them?

 

Let's move the discussion on to thinking about what resources lend themselves well to working alongside ICT.  You can either stay in your pairs or join another pair to continue the discussion.

 

{{activity|stgw|: Small group discussion on the role of mini blackboards in groupwork with and without computers|5}}. Drawing on your previous experience of using mini-blackboards, how can they be used to support interactive teaching? How can mini-blackboards support groupwork with computers? What other non-ICT resources can you think of, which can be used with computers? How?

 

If you need to provide further input, remind them of Eness' lesson on vertebrates. In this lesson the pupils were using the tablets to look at pictures of animals, while they were using mini-blackboards to write down their observations.

 

You could also do a short brainstorm about what resources you can think of, that might support group work? E.g. books, newspapers, other technology (like radio), things found in the natural environment, etc. Get participants to think creatively about what might be available in the local environment. 

 

{{activity|wcd|: Whole group reflection on what these interactive teaching methods can contribute to your teaching|5}}.  Talk to the person next to you and/or collectively brainstorm - what can these interactive methods contribute to your teaching, especially over the next few weeks?  

Remember to reflect '''yourself''' on how this workshop went, and to audio record:

* How long did the workshop take?

= ICT practice =

{{:OER4Schools/ICT/include}}

[[Image:computer lab booths.jpg|400px|Children in a computer lab working in booths]]

[[Image:Lab in a lab.jpg|400px|Interaction around a table]]

By this stage the participants have trialled and reflected on a number of activities, with and without ICT. We now think more about the practicalities of doing ICT activities and come up with some strategies for their effective use.

* How would you interact with learners in these various setups? For instance, if computers are arranged in rows, what would the interaction be like? If they were sitting in groups, what would the interaction be like? What is the interaction like in the picture that shows the booths in the comptuter room?

* With mobile technologies, what are good ways to configure group seating? '''Refer to the picture of our lab!'''

During the discussion you may want to sketch on the board or a large piece of paper, the preferred island arrangement of desks for one or more of the teaching rooms and show how you would arrange computers among groups.

{{activity|wcd|: Group discussion on computer lab layout.|10}} Read the following background text, look at the photos and discuss any issues that arise.

{{background|text=

Mobile computing technologies (such as netbooks or tablets) are very versatile and can be used as and when needed. By contrast, computer labs are now becoming outdated in schools as they remove technology from subject teaching and learning and from the normal classroom environment and teaching aids. Many do not even have a blackboard. Some of the issues are:

* Some computer rooms even partition off machines so learners cannot interact.

'''The seating arrangement'''. Sometimes labs are arranged in a certain way, because of certain concerns. For instance, if the school administration is worried about off-task behaviour, computers are arranged in rows. However, this isn’t a good solution, as it interferes with groupwork. Instead, if a teacher is worried about off-task behaviour, they can cruise around the room!

= Typing practice =

{{:  OER4Schools/ICT/typing practice with students }}

= Follow-up activities =

 

''Part A: Homework in class.''  Plan and do in one of your classes another digital image slideshow activity. Read through your reflections from the last time you did this activity and try to address any issues that arose in this new trial. Think about how you will arrange the students and how you will manage the resources bearing in mind what you have been learning in this session.

Don’t actually carry out the activity, just plan it using an activity template. Use the teacher lab to search for resources before you come to the next workshop. Bring with you the plan and the link to the resource(s) you have chosen.

''Part C: ICT task.'' In addition to the activity planning, all teachers should do an ICT task, to advance their ICT knowledge. This week you should:

* Save a page into the “lessons_resources”.

oer4schools (at) googlegroups.com.  Facilitators should also log in and send an email to set an example.

{{OER4S_NextSession}}