Anonymous

OER4Schools/Effective use of ICT: Difference between revisions

From OER in Education

OER4Schools/Effective use of ICT (view source)

Revision as of 18:09, 2 September 2015

6,166 bytes removed ,  10 years ago
no edit summary
No edit summary
No edit summary
 
(43 intermediate revisions by 4 users not shown)
Line 1: Line 1:
{{OER4S
{{OER4S
|title=Effective use of ICT
|title=Introduction to Leadership for Learning and effective use of ICT
|session=1.4
|session=1.5
}}{{OER4SchoolsWSInfo
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
|intention={{ OER4SchoolsWSInfo/intention intro}}
* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning
* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning,
* '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practise
* '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practice, and
*''' Sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer
*''' sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer.
   
   




|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this
* recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this,
* contribute MSC stories on a regular basis either by writing them down or making an audio recording
* contribute MSC stories on a regular basis either by writing them down or making an audio recording,
* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time
* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time, and
* plan activities that allow all students equal access to a computer by eg giving them roles within groups and encouraging them to monitor use
* plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use.
   
   
|ict={{ OER4SchoolsWSInfo/ICT intro}}  
|ict={{ OER4SchoolsWSInfo/ICT intro}}  
Line 20: Line 20:
* OpenOffice Impress for making your own photo stories
* OpenOffice Impress for making your own photo stories
* Continuation of typing practice
* Continuation of typing practice
* Typing practice in the classroom
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will do group work around images (using OO Impress),
* you will do typing practice in the classroom


|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
Line 33: Line 35:
= Why are we doing this? An introduction to Leadership for Learning =
= Why are we doing this? An introduction to Leadership for Learning =


{{activity|Reading|5 }}  Read the following text.
{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}. Read the following text.


{{background|text=
{{background|text=
Line 48: Line 50:
# Shared Accountability
# Shared Accountability


In this unit you will explore the five LfL principles in practice '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.  
Throughout this programme we will explore the five LfL principles in practice with a view to you '''''contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.  


LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}
LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}


{{activity|Small group activity|10 }}:  Form a different small group of three to four teachers and discuss these questions:
{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:


* What is your initial impression of the terms ‘leadership’ and ‘learning’?  
* What is your initial impression of the terms ‘leadership’ and ‘learning’?  
Line 80: Line 82:
= What is the most significant change? =
= What is the most significant change? =


{{ednote|text=
{{: OER4Schools/Introduction to the Most Significant Change Technique }}
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.


A useful addition to an SC story is a headline or title similar to what might be used in a newspaper article. This can be a convenient handle for participants to use to refer to the story when comparing it to others. It can also help the writer distil and communicate the essence of what happened.
= Groupwork with computers: Sharing resources across groups =
}}
 
{{background|text=
The most significant change (MSC) technique
 
MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.
 
Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes
 
When the technique is implemented successfully, whole teams of people begin to focus their attention on programme impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}
 
We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!
 
{{activity|brainstorm|5}}  Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.
 
'''Information to be documented should include:'''
# Information about who collected the story and when the events occurred 
# Description of the story itself – what happened 
# Significance (to the storyteller) of events described in the story.
 
Documenting who collected the story and when helps the reader put the story in context and enables any follow-up inquiries to be made about the story, if needed.
The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when.
 
{{activity|whole group discussion|10}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?
 
----
The storyteller is also asked to explain the significance of the story from their point of view. This is a key part of MSC. Some storytellers will naturally end their stories this way, but others will need to be prompted. Without this section, people reading and discussing the story may not understand why the story was significant to the storyteller. For example, a woman may tell a story about going to a community meeting and sitting at the back and asking a question. ‘So what?’ you may think. She then tells you that this story was significant because she had not previously had the confidence to go to a community meeting, and that the program helped her gain the confidence to express her views in front of the village elders for the first time.
----


'''Where possible, a story should be written as a simple narrative describing the sequence of events that took place.'''
[[Image:Many students behind one netbook.jpg|300px|Many students trying to use one netbook]]
[[Image:oer4s groupwork with computers2.jpg|300px|Interaction around a tablet]]




{{ednote|text=
{{activity|ia|: Reading|5}}.  Read the following.
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on. If participants mention ICT use and skills, ask them to focus on changes in pedagogy too.
 
'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}
 
= Groupwork with computers: Sharing resources across groups =
 
[[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]]
[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]
 
{{activity|Reading||5}}.  Read the following.
{{background|text=
{{background|text=
'''Access to computers: “We need more computers." '''
'''Access to computers: “We need more computers." '''
Line 138: Line 96:
}}
}}


{{activity|Pair work| on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?
{{activity|stgw|: Pair work on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?


To help with this, consider the following questions:
To help with this, consider the following questions:
Line 144: Line 102:
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?  
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?  


{{activity|Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?
{{activity|wcd|: Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?


{{ednote|text=
{{ednote|text=
Line 162: Line 120:
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.  
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.  


{{activity|Pair work|5}}. In pairs, consider the following questions:  
{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:  
* What would you do if there are some students who always control the computer, while other group members never get to use it?  
* What would you do if there are some students who always control the computer, while other group members never get to use it?  
* Would you say that it is sensible to mix computer-literate pupils with novices?  
* Would you say that it is sensible to mix computer-literate pupils with novices?  
* How will you ensure they help rather than dominate their peers?
* How will you ensure they help rather than dominate their peers?


{{activity|Discussion|10}} Discuss the outcomes of your reflection as a whole class.
{{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class.


{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible).  
{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible).  


It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.  
It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.  
Line 176: Line 134:
}}
}}


 
= ICT practice: Planning an activity using groupwork and ICT =
= Planning a lesson using groupwork and ICT =
{{:OER4Schools/ICT/include}}
 
{{ednote|text=Ensure that you have plenty of time for this task to be planned!
 
You should allow at least half an hour to 45 min.
}}
 
{{activity|Plan a lesson in year groups|30}} Plan a lesson together in year groups (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc).
* Discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT.
* Make active use of the computers in the lab to identify digital resources together.
* Devise an '''open''' activity where groups have a shared goal and where outcomes may differ between groups, for a lesson you are teaching next week.
** Consider: How will you ensure everyone participates and everyone learns? How will you stretch all learners?
** What will you say to the groups to ensure this? (Make a note in your lesson template.)
** '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.'''
* Consider whether you can assign different roles within the group.
* Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.


= {{Name for connecting with overarchiving goals}} =
= {{Name for connecting with overarchiving goals}} =
Line 202: Line 145:
{{activity|Agreeing follow up activities|5}}
{{activity|Agreeing follow up activities|5}}


Part A: Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made.
{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills.
 
# In preparation for developing some image-based lesson activities, you should search suitable images.
As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?
 
During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!
 
Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.
 
Part B: Learning about ICT. Teacher lab activity.
# In preparation for developing some image-based lesson activities, you should search suitable images.
# Do some typing practice to improve your typing skills.
# Do some typing practice to improve your typing skills.
# Send an email to the oer4schools list (optional)


{{CBS specific|
{{CBS specific|
Searching for images:
Searching for images:
* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1)
* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1).
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of wikipedia, also linked from the school homepage.
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.
}}
}}


Part C: Read the principles of interactive teaching - do you have any questions or comments?
{{fup|B}} Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made.  Remember to keep a note of your reflections and of peer feedback in your reflective journal.


Part D: Learning more about email (optional).
As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?
#Come to the teacher lab at least once this week to learn more ICT skills. This week you should
#* Send an email to the oer4schools list


During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!
Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.
{{setting of follow up}}
{{setting of follow up}}
{{todo|
Notes about etherpad - move elsewhere:
Part B: Classroom activity. Do the collaborative writing activity - the classroom activity sheet is available [[OER4Schools/Collaborative writing with EtherPad|here]]. Please print it, and use it during the lesson
#* Go to Etherpad and explore options for making text bold andunderlined.
}}


{{activity summary}}
{{activity summary}}


Next session: {{OER4S_NextSession}}
{{OER4S_NextSession}}
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/15804...30038"