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OER4Schools/ICTs in interactive teaching: Difference between revisions

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}}{{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}}
* Learning about software applications
* GeoGebra
* Learning about GeoGebra.
* Typing practice
* Typing practice.
* Email (optional)
* Email (optional)
{{ OER4SchoolsWSInfo/ICT intro students}}
{{ OER4SchoolsWSInfo/ICT intro students}}
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[[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 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 files (such as text files, spreadsheets, presentations);
** This also includes applications themselves (such as OpenOffice, GeoGebra)
** this also includes applications themselves (such as OpenOffice, GeoGebra).
*  e-book readers (Kindle, Wikireader)
*  e-book readers (Kindle, Wikireader), and
*  etc.
*  etc.


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* 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: GeoGebra =
= ICT practice =


{{: OER4Schools/Introduction_to_Geogebra }}
{{:OER4Schools/ICT/include}}


= Groupwork with computers: Seating arrangements =
= Groupwork with computers: Seating arrangements =
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{{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 =


{{ednote|text=
{{:  OER4Schools/ICT/typing practice with students }}
Although typing is a fairly mechanical skill, it is really important that all participants learn to type reasonably well. They do not need to be able to type very fast, but they do need to learn how to type reliably, and without searching for keys.
 
It is best to address this by using a "typing tutor" programme, and for the participants to do regular individual practice. We would recommend that they do about 15 minutes every few days (ideally three times a week).
}}
 
{{activity|stgw|: Pair work on familiarisation with typing tutor|10}} Familiarise yourself with a typing tutor programme. From now on, you should spend a little bit of time practising typing, ideally a few times a week. This will really help you speed up your interaction with the netbooks.
 
Record your typing speed in your reflective journal.
 
= Viewing a slideshow using Open Office =
 
{{activity|stgw|: Pair work on viewing a slideshow in Open Office|10}}.  You can download an Open Office slideshow of images of living things by clicking on this link here: {{File | living things slideshow.odp}}.  This slideshow contains mostly the same images as the browser based slideshow but it has some advantages and perhaps some disadvantages over the browser based one.  Discuss these advantages and disadvantages with a partner after you have experimented with opening the slideshow and hiding slides.
 
Here is a screenshot of what you will see when you open the slideshow using Open Office Impress.
 
[[image: slideshow 1.png|450px]]
 
As you click on the thumbnails on the left hand side they appear in the workspace. If you hover your mouse over a thumbnail on the left hand side you will get the option to '''Start Slide Show'''/'''Hide Slide'''/'''Duplicate Slide'''. 
 
*  Experiment by hiding all the slides of animals, by clicking '''Hide Slide''' on each thumbnail of the slide that you want to hide.
*  Start the slide show by hovering over the thumbnail of the first slide and clicking the '''Start Slide Show''' option. 
*  Proceed through your slideshow of plants/trees/vegetables/fruit by right clicking the mouse or using the '''forward arrow''' on the keyboard.
*  Unhide slides by clicking the '''Show Slide''' option that appears when you hover your mouse over hidden thumbnails. 
*  If you accidentally duplicate a slide you can reverse this by clicking '''Edit''' (next to '''File''') and choosing '''Undo''' from the drop down menu.
*  To close the slideshow, click '''File''' on the bar at the top of the screen and choose '''Close''' from the drop down menu.


= Follow-up activities =
= Follow-up activities =
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* 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=
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