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| {{DISPLAYTITLE:Effective use of ICT}} | | {{DISPLAYTITLE:"ICT for Education" course at Chalimbana University: |
| | Module 2 – Effective use of ICT}} |
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| # '''Evaluation and presentation. '''Evaluation and presentation: Having returned from the school, you should evaluate your results, and then think about presenting your results. This process should include a mindmap and a report. Assign responsibilities within the group, for instance one person might have the responsibility for the mind map, somebody else for finalising the report, for the giving the presentation, etc. Here are some suggestions for this part of the task: | | # '''Evaluation and presentation. '''Evaluation and presentation: Having returned from the school, you should evaluate your results, and then think about presenting your results. This process should include a mindmap and a report. Assign responsibilities within the group, for instance one person might have the responsibility for the mind map, somebody else for finalising the report, for the giving the presentation, etc. Here are some suggestions for this part of the task: |
| ## The evaluations of questionnaires and structured interviews could be evaluated using EtherPad, with everybody typing into the same document, in order to create a report. | | ## The evaluations of questionnaires and structured interviews |
| # The presentation of your findings could take the in the form of a mind map: Create a single colour-coded mind map to summarise the findings and relationships between the topics. You can use concept mapping software if available, or another format, eg. drawing, sticking elements onto a board or manila paper sheets.
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| # You could also make a poster presenting your findings.
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| === Additional resources for this task ===
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| '''List with applications''' (each group chooses some to evaluate):
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| # Geogebra
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| # Moodle
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| # Etherpad
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| # Powerpoint
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| # Wikis
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| # Scratch
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| # Spreadsheets
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| # Blogs
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| # Google documents
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| '''Table to record findings:''' In this table you are required to fill out your findings on the interactive use of ICTs and your findings on the non- interactive use of ICT listed above.
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| {| style="border-spacing:0;"
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| | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Technology chosen'''
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| | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Interactive use of ICTs'''
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| | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Non Interactive use of ICT'''
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| |}
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| = Plenary: presentation and whole-class dialogue =
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| On the final day of the activity, groups present their findings to each other, and discuss them.
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| As a whole class, you should initially discuss how to structure the available time. This would include:
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| * Communicating your results to the other groups using the materials you prepared, e.g. the presentation, poster, mindmap. That you prepared earlier. ''Each person in each group will present on one aspect of the findings. ''
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| * You can make oral comment or written comment on each other’s oral presentation or e.g. with postits on their posters.
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| * Also reflect on your own use of ICT during this activity (EtherPad and Mindmaps). What have they added to the process? What was challenging?
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| * The outcomes of discussion could be recorded in an EtherPad that is projected, and to while several people contribute.
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| * You may want to assign a moderator for the various parts of the activity, who also makes sure that you keep to time.
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| = Appendix: Resources for Task 1 and Task 2 =
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| In this appendix, we list a number of resources that are used for the above activity for instance for background reading:
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| * [[OER4Schools|OER4Schools resource on interactive teaching]]
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| * in order that the the participant do a well prepared Brainstorming session we can use material found here: [[OER4Schools/1.1_What_is_interactive_teaching%3F]]
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| * Watch this video, so to stimulate discussion - from here: http://www.youtube.com/watch?v=SQEoWYVAC78
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| * VVOB ICT booklet
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| ** PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
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| ** Website: http://www.ict4atl.org
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| * Also see the two sections below!
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| == More ideas for using ICT to support interactive teaching ==
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| [[Image:Eness with student.jpg|thumb|300px]]
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| If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.
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| Digital technology allows you to create (as well as re-use) images.
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| A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
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| * Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
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| * Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
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| * Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
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| * Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
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| * Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.
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| Teachers can use Photo Story Telling at different stages of a lesson:
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| * To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
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| * For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
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| * To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.
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| Digital Photo Story Telling can be used in different subjects, for example:
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| * History: To tell the story of a people in history, achievements or events.
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| * Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
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| * Literature: To describe and summarise a story (characters, context, climax, actions...).
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| * Civil education: To tell stories of contemporary people in the society.
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| * Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.
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| Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing/Vertebrate photo use|here]].
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| {{background|text=
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| The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
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| * PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
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| * Website: http://www.ict4atl.org
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| }}
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| == An ICT-based collaborative writing activity ==
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| {{ednote|text=
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| 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.
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| }}
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| {{activity|practical activity}} Choose a broad topic that you want your class to write about in a forthcoming lesson – it can be a factual topic (eg healthy foods, diseases, hobbies, weddings or buying food in the market) or a creative story. However this is an '''open-ended''' writing activity so children are free to '''devise their own sentences''' around the topic without feeling there are right and wrong answers. Thus a topic asking them to list short responses won't work well.
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| Devise a title to give them, e.g. “The magic stone” for a story. Discuss the choice with a partner if you like.
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| {{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.
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| {{oinc|OER4Schools/Collaborative writing with EtherPad}}
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| '''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.
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| '''Activities you could do with Etherpad later on when your students can type faster:'''
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| * Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
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| * Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)
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| {{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.'''
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| {{ednote|text=
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| You may want to make a note of the topics the teachers each choose for use in class with EtherPad, and to include these in your educator reflections.
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| }}
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| = Notes =
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| * This page reuses materials from [[OER4Schools/1.4_Effective_use_of_ICT_and_collaborative_writing]]
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