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OER4Schools/ICTs in interactive teaching: Difference between revisions
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{{OER4S | {{OER4S | ||
|title= | |title=ICTs in interactive teaching | ||
|session= 1. | |session= 1.4 | ||
}}{{OER4SchoolsWSInfo | }}{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* ICT and how it can be used to support interactive teaching | * ICT and how it can be used to support interactive teaching, | ||
* the '''principles of interactive teaching''' as a reminder of what we are trying to achieve with this programme | * 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 | * the kinds of resources (ICT and non ICT) needed for interactive teaching, | ||
* what '''seating arrangements''' work best when using ICT | * what '''seating arrangements''' work best when using ICT, and | ||
* making effective use of non ICT resources during groupwork with computers | * making effective use of non ICT resources during groupwork with computers. | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* identify collaborative and independent ICT use both inside and outside the classroom from videos and photos | * identify collaborative and independent ICT use both inside and outside the classroom from videos and photos, | ||
* be mindful of the principles of interactive teaching when designing activities | * be mindful of the principles of interactive teaching when designing activities, | ||
* consider using a wide range of materials ranging from sticks to sophisticated software to support interactive teaching | * consider using a wide range of materials ranging from sticks to sophisticated software to support interactive teaching, | ||
* arrange students/desks into groups when doing ICT activities | * arrange students/desks into groups when doing ICT activities, and | ||
* plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students | * plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students. | ||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
* | * GeoGebra | ||
* Typing practice | |||
* Typing practice | |||
* Email (optional) | * Email (optional) | ||
{{ OER4SchoolsWSInfo/ICT intro students}} | {{ OER4SchoolsWSInfo/ICT intro students}} | ||
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= Brainstorm on ICT = | = Brainstorm on ICT = | ||
{{activity| | {{activity|wcb| on ICT|5}} Consider the following questions: | ||
* What does ICT mean to you? | * What does ICT mean to you? | ||
* What different types of ICTs have you heard of? | * What different types of ICTs have you heard of? | ||
| Line 51: | Line 50: | ||
= Using ICT to support interactive teaching = | = Using ICT to support interactive teaching = | ||
{{activity|Whole group discussion | {{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? | ||
{{: video/Eness_vertebrates_5.mp4 }} | {{: video/Eness_vertebrates_5.mp4 }} | ||
| Line 57: | Line 56: | ||
{{ednote|text= | {{ednote|text= | ||
The first 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. | ||
}} | }} | ||
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{{activity| | {{activity|wcd|: Discussion on images of ICT use|5}}. Share your thoughts with the rest of the group : | ||
* '''When is it appropriate to use ICT?''' | * '''When is it appropriate to use ICT?''' | ||
| Line 97: | Line 96: | ||
}} | }} | ||
{{activity| | {{activity|ia|: Reading the principles of interactive teaching|5}}. | ||
{{background|text= | {{background|text= | ||
| Line 108: | Line 107: | ||
[[File:image for 1.3.png|border|265px]] | [[File:image for 1.3.png|border|265px]] | ||
[[Image:oer4s group with flower.jpg|300px]] | [[Image:oer4s group with flower.jpg|300px]] | ||
ICTs are one resource but non-digital tools can be powerful too. Examples of resources include: | ICTs are one resource but non-digital tools can be powerful too. Examples of resources include: | ||
* mini-blackboards | * mini-blackboards, | ||
* measuring tapes or sticks | * measuring tapes or sticks, | ||
* counters or stones | * counters or stones, | ||
* calculators | * calculators, | ||
* digital camera | * digital camera, | ||
* class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.) | * class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.), | ||
* digital learning resources | * 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) | * e-book readers (Kindle, Wikireader), and | ||
* etc. | * etc. | ||
{{activity|Pair work | {{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. | 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|Small group 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? | ||
{{ednote|text= | {{ednote|text= | ||
| Line 136: | Line 136: | ||
}} | }} | ||
{{activity|Whole group discussion | {{activity|wcd|: Whole group discussion on the role of non-ICT resources during groupwork with computers|10}}. Share your ideas on resources with the rest of the group and keep a note of any suggestions that other participants make that may be useful to you in the future. | ||
= Reflection = | = Reflection = | ||
{{activity|Whole group reflection | {{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? | ||
{{ednote|text= | {{ednote|text= | ||
| Line 146: | Line 146: | ||
* How did the workshop go? | * How did the workshop go? | ||
* Which parts did participants respond to best? Why? | * Which parts did participants respond to best? Why? | ||
* Were there any parts of the material that didn’t work very well? Why? | * Were there any parts of the material that didn’t work very well? Why? | ||
* Did you deviate from the plan at any point? How? | * Did you deviate from the plan at any point? How? | ||
* How long did the workshop take? | |||
*How long did the workshop take? | |||
* Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc) | * Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc) | ||
}} | }} | ||
= | = ICT practice = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= Groupwork with computers: Seating arrangements = | = Groupwork with computers: Seating arrangements = | ||
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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. | 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| | {{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= | {{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: | 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: | ||
* Moving a class into the computer room is disruptive to teaching (especially in primary) | * Moving a class into the computer room is disruptive to teaching (especially in primary). | ||
* Computer labs can enforce a rigid seating pattern if benches are fixed. | * Computer labs can enforce a rigid seating pattern if benches are fixed. | ||
** If you have a computer lab with desktop machines, can it be re-arranged to support groupwork? | ** If you have a computer lab with desktop machines, can it be re-arranged to support groupwork? | ||
** If machines are located around the perimeter (learners have backs to each other and teacher), or in rows, this is not conducive to collaborative learning. | ** If machines are located around the perimeter (learners have backs to each other and teacher), or in rows, this is not conducive to collaborative learning. | ||
* Some computer rooms even partition off machines so learners cannot interact | * 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! | '''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! | ||
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= Typing practice = | = Typing practice = | ||
{{ | {{: OER4Schools/ICT/typing practice with students }} | ||
= Follow-up activities = | = Follow-up activities = | ||
| Line 219: | Line 192: | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
''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. | ''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. | ||
| Line 231: | Line 202: | ||
* Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have. | * Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have. | ||
* Make sure that you are able to transfer your audio recordings. | * Make sure that you are able to transfer your audio recordings. | ||
* Save a page into the “lessons_resources” | * Save a page into the “lessons_resources”. | ||
{{ednote|text= | {{ednote|text= | ||
Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups: | Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups: | ||
oer4schools (at) googlegroups.com. | oer4schools (at) googlegroups.com. Facilitators should also log in and send an email to set an example. | ||
}} | }} | ||
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{{OER4S_NextSession}} | |||
