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ICT in Higher Education Summit 2014

ICT in Higher Education Summit March 2014
by

Sara Hennessy

on 18 May 2014

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Transcript of ICT in Higher Education Summit 2014

connected
dis
ICT
OER
PD
Internet-based
resources
open questioning and whole class dialogue
promoting
pair / group work
ICT-rich lessons
Open (digital)
Educational
Resources
MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...
motivating students and teachers
Games
mobile apps
(low power, robust)
(low bandwidth, download)
Pedagogy
use of available resources,
integrating ICT with other resources

The issues:

Not all children are in school
Children often have a poor experience in school
Teacher professional development and achieving UPE (the 2nd MDG)
primary teacher
Grade 7 pupils
group work
college lecturer
college students
group work
"modelling"
How does
the programme
work?

Teacher Education Resources!
OER Freedom 1:
Legal freedom
OER Freedom 2:
Technical freedom
OER Freedom 3:
Educational freedom
Participation:
Ownership
Participation:
Dialogue
Participation:
Choice

Information
Consultation
Deciding together
Acting together
Supporting independent community interests
Five stances of participation
(David Wilcox, based on Sherry Arnstein)
(UNESCO Community discussion, "Access to OER" , 2009)
Lack of skills
Lack of confidence
Lack of training
legal freedom
technical freedom
educational freedom
OER freedoms
A
multimedia
resource and programme of sustained
school-based professional learning
(not training!)
for teachers
focus on
learning
in the classroom &
participation
for all students
questioning
and dialogue
OER4Schools.org
group work
Assessment
for Learning
Eness, with Grade 3
Chimwemwe community school
dis
c
o
n
n
e
c
t
e
d
focussed
activities
other OERs
and digital resources
background
reading
pedagogical ideas
audio
resources
lesson video clips
texts
lesson pacing
enquiry-based
learning
educator
notes
Lack of skills
Lack of confidence
Lack of training
Professional learning with ICT in the southern African context:
The UNISA-Cambridge collaboration
on Advanced Diplomas in Education
ICT and Higher Education Summit 2014, Johannesburg
Sara Hennessy, Johannes Dreyer, Ronel Paulsen,
Björn Haßler, Callie Loubser, Toni Beardon, Tony Mays
Introduction
Interactive pedagogy & ICT use in sub-Saharan Africa
A model of teacher development
OER4Schools professional learning resource & ORBIT
Research trial & findings
Unisa's ADE courses: Overview
Development of ADE - science
Development of ADE - maths
Outline
What was the teacher able to achieve in this small group work that would be difficult in the whole class?

How does a teacher (or workshop facilitator!) know when to intervene in groupwork?

How did the use of ICT help the learners’ inquiry?

Video of Grade 3: children devising own classifications of animals using pictures on Android tablets
freely available on internet: MediaWiki
easy to download
multiple formats
share on flash sticks
How to use the resource:
working with colleagues
initial teacher education
distance learning
adapt or use parts
make your own course
self study
oer4schools.org
classroom trialling
(+ peer observation)
post-lesson reflection:
audio diary /
colleagues in workshop
new approach / technique
reflection on
current practice /
drawing on prior
knowledge
trialling ideas and using ICT with peers in workshop
video as stimulus for reflection & discussion
Trial at Chalimbana Basic School

12 teachers and classes
Grades 4 - 6
peer facilitator with remote support
one school year
participatory not 'training' approach
lesson
planning
modify practice

What supporting
and constraining factors influence the introduction of interactive teaching and the integration of ICT in low-resourced basic schools in Zambia?

What impact does participation in the programme have on teachers' thinking and classroom practices, with and without ICT?
Research questions

lesson observation; video recording
workshop video/audio recording
teacher & SLT interviews, focus group
audio diaries: research & T reflection
workshop facilitator reflections
portfolios
'most significant change' technique
Data collection
[
Brainstorming
is] a very, very good concept to be used as you are teaching, because you don't just go into a room or a classroom and then say today we are talking about this, and you start to telling them this, but no. ...
I let them brainstorm,

so that I know where to start from.

What is it that the children know about a particular topic?


I remember one time I was teaching about Aids. ... They brought in a lot of issues you know. Oh Aids is transmitted like that, Aids stands for this that.
So all those really taught me a lot of things.
(Priscillah)
This programme has really changed even the way I teach children.
Children now know ... what is to be done, even when it comes to cleaning. ... They will rush and fetch water, and
if there is no soap, they always demand it.
So they know the importance of it, and it has really helped the children at lunch. It's a very very good programme. (Judith)
"In groups, they were able to share their ideas. Not ... just to listen to the teacher, the teacher talks, talks, talks and gives the work: "you do this", and they write and we mark, you know, but
[now] there’s a change whereby [the students] change their ideas
, see?"  (Mirriam)
FINDINGS (1)
Teachers recognised some elements of the approach from college education, but had not been practising it

Giving up control is a ‘leap of faith’, but having the concrete programme enables testing new ideas
FINDINGS
STUDENTS
were

building deeper understanding of subject matter
given new opportunities
more actively engaged in classroom teaching and learning
remembering better what they had been taught
enjoying their classroom learning more
helping each other
using digital technologies for problem solving

FINDINGS
Challenges
High absenteeism & poverty levels
Language barriers
Large classes, low staffing
Limited resources in challenging environment
ICT: resilience, maintenance and connectivity
School inspections, shifting government policies
Teacher perceptions of pupils' capabilities
Giving up control is a ‘leap of faith’

In-service
programme continues: self-sustaining whole school trial

OLPC Rwanda

HE/Colleges (
pre-service:
TP)

Open to others to participate! Usable in other African countries

Unisa collaboration
OER4Schools
What now?
Use of tablets (animal classification)
GeoGebra (area, perimeter of rectangles)
Etherpad / collaborative writing
(provinces of Zambia; stories)
Concept mapping (food types)
Spreadsheets (fitness, heart, BMI)
Digital technologies
OER4Schools Resource
group work
whole class dialogue and questioning
assessment and lesson pacing
enquiry-based learning
sharing the vision with parents, other teachers, and schools
reflective practice
Supporting interactive teaching in science & maths with & without ICT
Interactive pedagogy, OER, and digital technologies can reinforce each other and promote:
professional learning for teachers
student learning & engagement

OER4Schools programme supports
in-service
teacher professional development – video stimulates debate and trialling of new ideas;
pre-service education
too...
Conclusions
secure
case for
server
UPS
Internet from VSAT
Internet to school
© Google Maps
ICT as discrete subject vs. integrated
ICT lab vs. classroom / mobile use
http://commons.wikimedia.org/wiki/File:Zambia_(orthographic_projection).svg
http://en.wikipedia.org/wiki/File:Za-map.png
Zambia
low HDI (163/187)

passive, rote learning,
copying from board;

misalignment between theory & practice
"training"

one-size-fits-all

one-day course

technical focus / technical experts

models of “best practice”

Image CC-By:
http://betchablog.wikispaces.com/
Conclusions
offline demo
OER4Schools.org
images, movies, ...
interactive pedagogy
technology
Open
Educational
Resources

Learning for
teachers and
children
digital
Aggie: lung capacity – how it varies with height/sex / pulse rate / chest circumference
[IN EACH EXAMPLE AND YOUR OWN ENQUIRIES]

What level of enquiry does this promote?

How can the enquiry be extended / differentiated?

How engaging will it be for students?

How is it relevant to your curriculum?

Ask students
:
How / Why / What questions?
TEACHERS
were

Exploring children’s current knowledge levels

adapting to children’s levels of understanding

shifting from "telling" to "listening": children shared ideas & led activities....
Enquiry-based learning
This enquiry-based learning, it helped me and my pupils when we want to discover something, for instance when we went out for the field trip. Us we didn't tell them what we are going to find in the bush, it's them who went there and found out what was there for themselves. . . They were able to see the snakes, they were able to see the insects, they were able to see different types of fruits in the field which was very helpful, because
it's not like whatever we teach is supposed to come from the teacher. .. Sometimes they can find out things on their own.
FINDINGS
TEACHERS
were
creating a more inclusive and collaborative classroom environment

involving more students within the class

cooperating more with colleagues

shifting their perceptions of pupils' capabilities

using digital technologies for teaching...
secure
case for
server
UPS
Internet from VSAT
Internet to school
© Google Maps


distance and school-based learning offer potential mechanisms

pre- & in-service teachers need to develop knowledge & skills for digital world






ICTs
are becoming increasingly accessible & affordable

wide range of
OERs
is likewise emerging

We illustrate how they can be used together to transform
distance teacher education and schooling
itself
Introduction
Malawi, Namibia, Zambia:

After 6 years of schooling 70% of children have not achieved basic numeracy.

Global Monitoring Report (2010) / SACMEQ
How can 20th century education systems
cope with 21st century demands?
affiliated colleges
Collating
STEM
OER for teachers, training schools, mentors & teacher educators

An open course book with OER arranged under pedagogical themes for primary and secondary education
Phase III OER project
The
O
pen
R
esource
B
ank on
I
nteractive
T
eaching
What do resources contain
?


Ideas
for classroom activities with explicit interactive pedagogical approaches & tags

Classroom resources with & without ICT

Teacher education resources
ORBIT is welcomed by educators in both primary and secondary sectors and in teacher education

because it offers open access to a wide range of relevant, high quality materials from a range of trusted sources.
EFA & MDG
:

need for more Ts, better qualified Ts
Introduction
OER4Schools resource:
(except images, video, logos)
www.oer4schools.org
http://tinyurl.com/AfricaCCE
sch30@cam.ac.uk, paulsr@unisa.ac.za, dreyejm1@unisa.ac.za
More info:
Cambridge prezi online:
Unisa & Cambridge presentations:
http://tinyurl.com/ICTsummit2014
Introduction
Interactive pedagogy & ICT use in sub-Saharan Africa
A model of teacher development
OER4Schools professional learning resource & ORBIT
Research trial & findings
Unisa's ADE courses: Overview
Development of ADE - science
Development of ADE - maths
Outline
Full transcript