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MATERIAL FOR THE UPCOMING ESSAY

To some extent. Students need to learn about new technologies to use


them effectively.
But students need more than simply knowing about new technologies.
We need to develop new skills, including collaboration, creativity,
analysis, and synthesis. These will improve our economic prospects
and may also help develop social cohesion and cross-cultural
understanding by helping people become more productive members of
society.
In todays knowledge economy, what you earn depends on what you
learn.
- Bill Clinton
Yes. The knowledge economy requires a new set of competencies for
students to develop.
Youre right. In todays economy, we need to develop new skills,
including collaboration, creativity, analysis, and synthesis.
These will improve our economic prospects and may also help develop
social cohesion and cross-cultural understanding by helping people
become more productive members of society.
Now: Digital tools allow todays learners to become the independent,
creative, and innovative thinkers the modern world demands.
Industrial Society: Traditional Instructional Paradigm
The teacher is the source of the knowledge.
Information Society: New Learning Paradigm
The teacher is the guide to sources of knowledge.
Industrial Society: Traditional Instructional Paradigm
Individual
Learn from the teacher
Competitive, everyone for themselves
Information Society: New Learning Paradigm
Collaborative
Learn by doing, experiencing, discovering
Supporting each other
Industrial Society: Traditional Instructional Paradigm

Activities prescribed by the teacherclosed and limited


Whole-class instruction
Little variation in activities
Pace determined by program
Information Society: New Learning Paradigm
Activities determined by learnersopen and extended
Different sized groups
Many different activities
Pace determined by learners
TheTeachingProcess
Theshifttoanewparadigmalsoaffectstheteachingprocess.
IndustrialSociety:TraditionalInstructionalParadigm
Applyingknownsolutionstoproblems
Nolinkbetweentheoryandpractice
InformationSociety:NewLearningParadigm
Findingnewsolutionstoproblems
Integratingtheoryandpractice
Therearethreestagesofetransformationincorporatingtechnologyliteracyinto
education.
Exchange
Wheredigitaltoolsareusedinplaceofmoretraditionaltools.
InPractice:Useaninteractivewhiteboard(IWB)insteadofablackboard.
Enrich
WherelearningbecomesmoreinteractiveandawiderrangeofICTtechniquesareused.
InPractice:Studentswatchananimationofthelifecycleofafrog,ratherthanjustread
aboutit.
Empower
WherepupilstakecontrolanduseICTtomanagetheirlearning.
InPractice:StudentsusetheInternettoresearch,anduseICTtoolstopresenttheir
findings.
WhoAreOurLearners?
Educatorscontinuallydiscusshowtomeettheneedsofthe21stcenturylearner,butthe
childreninourschoolshaveneverknownadifferentcentury.Wearenotpreparingfor
thefuture,wearepreparingfornow.

Noteverychildisadigitalnative,butstudentshaveincreasedaccesstotechnology.Itis
asmuchapartofayoungstersworldasthebicycle,thecar,theradio,andthetelevision.
Theyexpecttouseit,engageitandcontrolitthroughtheirlives.Itistheirmedium.
Selecteachskilltolearnmore.
Social/Personal
Socialandpersonalskillsdevelopedinclude:
Communication
Generalknowledge
CreativityandCollaboration
Selfesteem
Parallelprocessing
PersistenceandPeertopeerlearning
Risktaking
Cognitive/Physical
Cognitiveandphysicalskillsdevelopedinclude:
Multitasking
Logicalthinking
Problemsolving
Trialanderrorlearning
Technical
Technicalskillsdevelopedinclude:
Handeyecoordination
Technicalconfidence
Webdesign/contentcreation
ProjectBasedLearning
ActiveLearning
InformalLearning
IndividualisedLearning
ProjectBasedLearning
PBLisastudentcentredstrategythatmirrorsthedemandsofthedigitalagethrough
challenging,openendedproblems.
ThinkabouthowyoucanuseICTtosupporttheselevelsofskills.
Creating
Evaluating

Analysing
Applying
Understanding
Remembering
Combineinformationintonewpatterns
Presentanddefendopinions
Examineandbreakinformationintoparts
Useknowledgetosolveproblems
Compare,interpretand/orsummarizeconcepts
Recallfacts,termsandbasicconcepts

IndividualisedLearning
IndividualisedLearningorInstructionisamethodbywhichthecontent,instructional
materials,instructionalmedia,andpaceoflearningarebaseduponindividualstudents
abilitiesandinterests.
ICToffersmanyopportunitiesforIndividualisedInstructionforexample,astudentcan
sitaloneatthecomputerandworkthroughacourseattheirownpace.
DoyouthinkIndividualisedLearningisaneffectivemethodofpedagogy?
Part3:USINGDIGITALTOOLSINCLASSROOM.
HowCanDigitalStorytellingBenefitMyStudents?
Theskillsusedanddevelopedinadigitalstorytellingprojectcanbeappliedinother
contexts.Narratingatraditionalstoryinadigitalmediumusesthesameskillsas
exploringascientificconcept,amathematicaltheory,orapoliticalidea.Dependingon
thelearningneeds,theprojectcanemphasisecollaborativework,culturalunderstanding,
orhistoricalrelevance.
Thereareseveralonlinetools,manyofthemfree,tosupporttheprocessofdigital
storytelling.
Theseinclude:
MicrosoftPhotoStoryatooltocreateeffectiveslideshows
WindowsLiveMovieMakerasimpleandefficientvideocreator
Audacityafreesoundeditor
SoundRecorderanaudiorecordingprogramincludedinWindows
MicrosoftPowerPointaneasytousepresentationprogram
SoftwareRequirements
Developingandinstallingapplicationsthatwouldbestsupporttheprojectwilldepend
primarilyonwhatthestudentswishtoachieve,andhowtheywanttocommunicatetheir
ideas.Theteacherwillhavetomakejudgmentsbasedondifferentfactorslike:

Howeasyistheprogramtouse?
Howreliableisit?
Whatarethecostandlicensingrequirements?
Whathardwaredoesitrequire?
Howsustainableisthesoftware?

Selecteachstagetofindoutwhatitinvolves.
Prewriting
Drafting
Revising
EditingandProduction
Publishing
GettingStarted
Youshouldnowbeinapositiontoconsiderhowyouwouldliketofacilitateyourfirst
digitalstorytellingproject.Herearesometipstogetyoustarted:
Consideryourlearningobjectivesandhowtomatchthesewithavailabledigital
toolsandresources.
Exploretheavailableresources.Considerthepotentialproblems.
Findsomepioneersamongyourlearnerstosupportyouwiththeplanningand
whocansuggestwaystodevelopandimprovethings.
Involveyourlearnersandcolleaguesinyourplanningprocesstomakethe
planninginterestingandproductive.
SUMMARY

Whatbenefitscandigitalstorytellingbringtomyclassroom?

Whatarethehardwareandsoftwarerequirementsforthisproject?

HowshouldIplanandconducttheproject?

HowcanIplanfor,andovercome,limitations?

PART4:SUPPORTINGLEARNINGANDTEACHINGWITHICT
PotentialofICT
ThedevelopmentofICTmeansthatteachingandlearningcantakeplacewhereverand
wheneverteachersandstudentshaveaccesstotheInternetormobiletechnology.

Alongwithinnovativeteachingpractices,ICTprovidesopportunitiestoenablecollaboration,
criticalthinkingskills,andcreativity.These21stcenturyskillsskillsarecriticalfortoday's
students.

StudentControl
Collaboration

Participation

EaseofEditing

Engagement

TechnologyandLearning

UsingICTencourageslearninginwaysotherthanreadingabookorlisteningtotheteacher.
Learningcanbethroughlisteningtoapodcastmadebyotherstudentsoradifferentteacher,or
watchingavideo,anddiscussingit.
ICTgivesstudentsdifferentoptionsfordemonstratingtheirlearning.Studentscanwriteastory,
includingphotographsandwords,publishittodifferentlocationsontheWebandreceiveglobal
feedback.Itencouragesthemtoaccessandcreatedifferentcontent,suchasablogpostsor
tweets.
Workingwithothersisimportantinthelearningprocess,soIvebeenintegratingICTintomy
lessonstosupportpeertopeercollaboration.Wevedonelotsofsuccessfulprojectworkwhere
studentscollaborateovertheschoolnetworkortheInternet.
Traditionally,studentswereusersorreceiversofinformation,butICTencouragesthemto
producecontentandtoindependentlyseekinformationusingonlinetoolslikesearchengines.

InternetResearch:BestPractice
IfstudentswhodontknowhowtousesearchenginestrytoconductresearchusingtheInternet,
theyarelikelytofindirrelevantinformation,chasemisleadinglinks,andcopyandpastecontent
withoutevaluatingitssource.
First,teachthemhowtonarrowtheirsearchcriteriausingkeywordsandphrases.Emphasisethe
importanceofdoublecheckingthevalidityoftheinformationandreferencingsources.Finally,
giveguidanceonhowtosummarise,ratherthancopydirectlyfromtheInternet.

WhatAreYOURChallengesandHowWillYouOvercomeThem?
Itsusuallyimpossibletoeliminatechallenges,anddifficulttoavoidrisks.Butyoucanmanage
them.
First,definethechallengesyouface.Include:

Thingsthatwentwrongbefore
Thingsthatconstantlygowrong
Thingsthatmightgowronginthefuture

Identifythemostimportantchallengestoaddressbyanalysinghowseriouseachoneis,andhow
likelyitistooccur.

AvailabilityofResources
IfyouhavelimitedaccesstoICTtoolsandresources:
Usetoolsthatallownumerousstudentstointeractwithonescreentogether.
Singlecomputersinaclassroomcanbeeffectivelyusedinsimulatedgames,wherethe
wholeclassmakesdecisions.
Ifyouhaveafewcomputersintheclassroom,dividetheclassintogroupsandtimetablethe
computerfordifferentactivitiesthroughouttheday.

SUMMARY

StudentCentredLearning
ClearLearningObjectives
Mismatches
Definechallengesandassessrisks
Managetherisks

PART5:SELECTINGTHEBESTICTFORLEARNING
OUTCOME
ThreeStagesofICTSupport
TherearethreestagesinwhichJanecansupportteachingandlearningwithICT:

1.Beforethelesson:Findandorganiseresources
2.Duringthelesson:Engagestudentsandfacilitatepractice
3.Afterthelesson:Createopportunitiesfordiscussion,revision,andselfassessment
LetsfindouthowICTcanbestplayaroleineachofthesestages.

Presentation
Studentswhohavedifficultieswithwrittenassignmentscouldmakeapresentationusing
PowerPoint.Creatingcontentforasequenceofslidesallowsthemdealwiththetextinsmaller
partsatatime.

Studentscanuploadtheirpresentationstotheirwikifilingcabinetandthenlinktothemwithina
wikipage.Ifthefileistoobig,theycanuseanonlinestoragespacesuchasWindowsLive
SkyDrivetohostitandmakethelinkavailableonthewiki.

SUMMARY

Stage1:BeforetheLesson
Stage2:DuringtheLesson
Stage3:AftertheLesson
EvaluatingICTResources
UsingICTtoSupportStudentsNeeds

PART6:ICTBASEDASSESSMENT
SummativeAssessment
FormativeAssessment

Thepurposeofsummativeassessmentistogradestudentswork,indicatingthestandardof
learningachievedorskillsacquired.Thisassessmentprovidesabenchmark,butitdoesnt
indicatehowtoimprove.Summativeassessmentisthemoretraditionalformofassessment.

FormativeAssessment
OnlineQuiz
FreetoolssuchasQuizstarcanhelpyoucreateinteractive,selfmarkingquizzesthatarehosted
online.
Readymadeonlinequizzescanbecustomisedtomeetassessmentneeds.Ensurethatthesemeet
yourneedsbeforeusingthem.
Onlinequizzesgivethelearnerascore,makingthemsummative.Theybecomeformativeif
answerkeysareprovidedtohelplearnersidentifytheirmistakes.

VideoforAssessment

Creatingvideosdevelopscreativityandbenefitsthosewhostrugglewithwriting.
Studentscouldrecordthemselvesconductingascienceexperimentordescribinghowtosolvea
mathproblem.
Watchingtheirmoviesallowsyoutoseetheprocessthestudentswentthroughandtoidentify
theirmistakes.Thiscanimproveyourfeedbackandhelpidentifyteachingareastodevelop.