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

1,647 bytes added ,  10 years ago
no edit summary
No edit summary
 
(137 intermediate revisions by 9 users not shown)
Line 1: Line 1:
{{OER4S}}
{{OER4S
|title=Introduction to Leadership for Learning and effective use of ICT
|session=1.5
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* '''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 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.


= Unit 1 - Session 4 =


== Reflection ==
|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,
* 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, and
* 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}}
* Searching for images and downloading images
* OpenOffice Impress for making your own photo stories
* Continuation of typing practice
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will do group work around images (using OO Impress),
* you will do typing practice in the classroom


Reflection on your lesson activity.
|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
}}
* ICT-based task: Log into your email, etc. Did you manage to do that?
 
= {{name for review of follow up}} =


{{ednote|text=
{{review of follow up}}
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.


}}


== How do you use ICT effectively? ==


Review of found resources.
= Why are we doing this? An introduction to Leadership for Learning =


{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with it?
{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}.  Read the following text.


{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.  
{{background|text=
[[Image:LfL_photo.jpg|thumb|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.  


Examples:
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''
* draw on examples from VVOB toolkit, one example for shared writing, and one example for mindmapping
* video examples of ICT use in lessons


{{ednote|text=
Five principles of Leadership for Learning are as follows:
Discuss the use of ICT. Does it support interactive teaching?
}}


{{background|text=
# Focus on learning
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
# Conditions for learning
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
# Learning Dialogue
* Website: http://www.ict4atl.org
# Shared Leadership
# Shared Accountability


}}
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.
== Introduction to an ICT-based collaborative writing activity ==


{{ednote|text=
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. }}
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.  
}}


{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.
{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:


{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.
* What is your initial impression of the terms ‘leadership’ and ‘learning’?
* Who are the leaders and learners in your school?
* Who are the leaders in your school who are responsible for learning within the school?
* Can you be a leader who promotes learning in your school? Why?


{{oinc|OER4Schools/Collaborative writing with EtherPad}}
{{ednote|text=
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all)


‘’’To help your students type faster, before or after this lesson:’’’
This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.
play games on typing under “Edubuntu Applications > Education”, such as TuxType.
}}




‘’’Activities you could do with Etherpad when your students can type faster:’’’
{{: Video/Ghana_Leadership_for_Learning_-_The Context.mp4 }}
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)


= Where are we going? Overview of the resource topics =


{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? ‘’’Change the plan a bit if necessary, to suit your own learners.’’’
The present resource intends to cover a number of units. You have now come to the end of Unit 1.


== Background text ==
{{oinc|OER4Schools/Unit overview}}


{{ednote|text=
{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
Go through the above text (not spending too much time), making sure that everybody understands.
}}
}}


{{background|text=
= What is the most significant change? =
What is interactive teaching?


Principles of interactive teaching:
{{: OER4Schools/Introduction to the Most Significant Change Technique }}
* recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge
* assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach)
* “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners
* higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising
* improvable ideas – providing an environment where ideas can be critiqued and refined
* diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas
* building directly on others’ ideas to create joint knowledge products
* democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge
* learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning
}}


You can print this page separately HERE [Principles.doc]
= Groupwork with computers: Sharing resources across groups =
== Where are we going? ==


=== Overview of the resource topics ===
[[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]]


The present resource intends to cover a number of units. You have now come to the end of Unit 1.


Unit 1: Introduction to interactive teaching and the use of ICT. The unit covers an introduction to interactive teaching and ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity.
{{activity|ia|: Reading|5}}.  Read the following.
{{background|text=
'''Access to computers: “We need more computers." '''
Many schools don’t have access to computers at all, but where schools do have access, it is often felt that there are not enough computers. How many computers would a school need? While some might say that one computer per child, or perhaps one computer per two children would be ideal, for many schools (and classrooms) this is unrealistic. In general, when you have access to computers, you should therefore make sure that the computers are used in the best way possible in your context. We now consider how to make best use of whatever computers are available during group work.
}}


Unit 2: Whole class dialogue & effective questioning. This unit covers how to promote and manage discussion, how to engage students in activity at the blackboard, suggestions for school-based activities, as well as a “talking toolkit” with questions you can ask in class.
{{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?


Unit 3: Effective group work and collaborative learning. This unit introduces group work, how to agree on ground rules, and what sort of resources support group work (such as “talking points” and digital resources).
To help with this, consider the following questions:
* In devising groupings consider how many children can see the screen and get hands-on experience.  
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?


Unit 4: Assessment of learning and lesson pacing. The unit introduces how to find out what your pupils have learnt, and where they need more help, allowing you to use time in lessons effectively, while making sure that your students are learning.
{{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?


Unit 5: Enquiry-based learning and supporting co-enquiry. The unit introduces how to work in an “enquiry-based” way, for instance learning through project work and in-depth, open-ended investigations.
{{ednote|text=
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well.


Unit 6: Sharing the vision. This unit introduces how to communicate with other teachers at the school, with parents, head teachers, as well as officials who might seek to assess your new teaching practices. It also includes some material to support school leaders in providing a conducive learning environment.
Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one.


{{ednote|text=
'''Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?'''
Go through the above text (not spending too much time), making sure that everybody understands.
}}
}}


=== What is the most significant change? ===
Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen.
 
[[File:Group-work-behind-computer.jpg|300px]] [[File:Group-work-around-computer.jpg|300px]]
 
= Groupwork with computers: Sharing resources within groups =
 
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.


{{ednote|text=
{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
* 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?
* How will you ensure they help rather than dominate their peers?


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


Essentially, the process involves ‘searching’ for project impact through:
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.
*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 program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got.
}}
}}


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!
= ICT practice: Planning an activity using groupwork and ICT =
{{:OER4Schools/ICT/include}}
 
= {{Name for connecting with overarchiving goals}} =
 
{{Activity for connecting with overarching goals}}


{{activity|brainstorm}}  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.
= Follow-up activities =


{{activity|whole group discussion}} 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?
{{activity|Agreeing follow up activities|5}}


{{ednote|text=
{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills. 
Do the participants agree on how things might be different as a result of the programme?
# In preparation for developing some image-based lesson activities, you should search suitable images. 
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.
# Do some typing practice to improve your typing skills.
# Send an email to the oer4schools list (optional)


‘’’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.  
{{CBS specific|
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).
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.
}}
}}
== Homework ==


=== Teacher lab activity ===
{{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.


#Come to the teacher lab at least once this week to learn more ICT skills.
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?
#Familiarise yourself with “EtherPad” on the netbooks.


=== Classroom activity ===
During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!


Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson
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}}


=== homework ===
{{activity summary}}


Read the principles of interactive teaching - do you have any questions or comments?
{{OER4S_NextSession}}
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/654...30038"