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Transforming Learning with ICT
Transcript of Transforming Learning with ICT
What role does ICT play in EDUCATION today?
ICT Education Revolution
Transformation of Pedagogical Practices
Developing and Evaluating
.....using information and communication technologies to access information, investigate ideas and represent their thinking.
• The curriculum will focus on personal forms and use of technologies in children’s immediate environments
(for example, home, the backyard and the classroom).
• It will recognise children’s diverse experiences with technologies, especially digital technologies.
The Australian Curriculum
The Australian National Curriculum, Assessment and Reporting Authority (ACARA), identified Information and Communication Technology as one of the seven general capabilities students will demonstrate upon the completion of their K – 12 Schooling (ACARA, 2011).
In 2007, The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA, 2007), formally recognised the importance of schools’ developing and enhancing their student’s technological literacy’s and capabilities.
'Our children are living in the most intensely stimulating period of the Earth.'
- Sir Ken Robinson, 2010
What is a learner-centred classroom?
“All student activities involve active cognitive processes, such as creating, problem solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.” Engagement Theory, Greg Kearsley & Ben Shneiderman, 1999
Students becoming more active, independent & working for longer periods on integrated projects.
Students having opportunities to explore ideas, topics and concepts possible now using new technologies.
Students being encouraged to see learning as a life-long endeavour & not confined to classroom walls.
Groundwater-Smith, Brennan, Mitchell, McFadden & Munns (2009)
Multiliteracies provide a framework for re-thinking curriculum in all learning areas.
Multiliteracies “focus on how literacy has been redefined by social, technological and economic change.”
we would define a multiliterate person as someone flexible and strategic in their literacy.
able to understand and use literacy and literate practices with a range of texts and technologies, in socially responsible ways, within a socially, culturally and linguistically diverse world;
someone able to participate fully in life as an active and informed citizen (Anstey, 2002).
Mindful Embedding of Technology facilitates....
Teacher-centred (direct) instruction
Single sense stimulation
Factual, knowledge based
Isolated, artificial content
Student centred instruction
Active/inquiry based learning
Critical thinking, informed decisions
Proactive planned action
Authentic, real world context
(Finger, Russell, Jamieson-Proctor, Russell 2007)
...technologies in the classroom are only as good as the teaching and learning environments that have been crafted by teachers and students.
Groundwater-Smith, Brennan, Mitchell, McFadden & Munns (2009)
Evaluating ICT resources
How could you embed ICT to promote Understanding?
Link space to pedagogy
Agile/Open learning spaces .
Large/small group spaces
Support authentic learning?
Identify big ideas, concepts, issues – extend knowledge?
Promote higher order thinking?
Opportunities apply learning in varied contexts
Tools for Teachers
Promote 21st century interdisciplinary themes?
Assists in making connections and construct meaning?
Support interactive and collaborative learning?
Cater for diverse abilities, interests, needs?
McTighe and Seif (2010)
● ICT facilitates sharing of resources, expertise and advice
● Greater flexibility in when and where tasks are carried out
● Gains in ICT literacy skills, confidence and enthusiasm (Harrison et al, 1998)
● Easier planning and preparation of lessons and designing materials
● Access to up-to-date pupil and school data, any time and anywhere (Perry, 2003)
● Enhancement of professional image projected to colleagues
● Students are generally more ‘on task’ and express more positive feelings when they use computers than when they are given other tasks to do (Becker 2000)
● Computer use during lessons motivated students to continue using learning outside school hours (Becker 2000; Chen and Looi 1999; Harris and Kington 2002)
● Employment! :-)
● Higher quality lessons through greater collaboration between teachers in planning and preparing resources (Ofsted, 2002)
● More focused teaching, tailored to students’ strengths and weaknesses, through better analysis of attainment data
● Improved pastoral care and behaviour management through engaging students.
● Gains in understanding and analytical skills, including improvements in reading
comprehension (Lewin et al, 2000)
● Encouragement of independent and active learning, and self-responsibility for learning (Passey, 1999)
● Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
● Development of higher level learning styles (Gibbs, 1999)
● Students who used educational technology in school felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem (Software and Information Industry Association 2000)
● Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom (Pedretti and Mayer-Smith 1998)
● Opportunities to collaborate on assignments with people outside or inside school (Chiu 2002; Lipponen 2000; Willinsky 2000)
Benefits for students
Benefits for teachers
Web 2.0 Tools
Online Digital Resources.
Professional Online Groups
RSA ANIMATE (2010)
Blogging / Online journals, eg. Edmodo.
Integrated Learning modules using Online management Systems eg. Moodle.
Creating Wikis on specific topics.
Podcasting / Vodcasting for uploading & sharing using iPads/Tablets.
Online Photo Galleries integrated into Blogs.
Collaborative learning activities using the IWB (SmartBoard).
Animations using Web 2.0 Tools.
© Kim Rowston
Australian Curriculum, Assessment and Reporting Authority. (2011). General capabilties – Information and communication capability. Retrieved from http:// http://www.acara.edu.au/curriculum/general_capabilities.html
Bellanca, J . & Brandt, R. (2010). 21st century skills : rethinking how students learn. Bloomington, IN : Solution Tree Press.
Bennett, S.J. & Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
McCrindle, M. (2013). Digital Transactors Vs Digital Integrators - A Quiz. Retrieved from http://www.mccrindle.com.au/BlogRetrieve.aspx?PostID=330866&A=SearchResult&SearchID=7119968&ObjectID=330866&ObjectType=55
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon. 9(5), 2-6