ICT Anouk Vermue 2019/2020

ICT 2019/2020

Anouk Vermue

S1094294

Hand in date:

Teachers: Roland de bruijn & Henk La Roi

Introduction

In this presentation I cover the following topics:

• A self-assessment on four areas of ICT knowledge base and evidence of this
• A summary of an article on ICT
• An overview of the ICT policy at the school I am currently working
• My personal views on ICT in education
• A three-part lesson series + feedback
• A teacher's guide

Self-assessment theme 1: attitude

during my lessons I use various ICT tools for instruction and for students to work with. I use tools like Nearpod, Prezi, Kahoot or Quizlet. When using Kahoot or Nearpod, the students can actively participate during the instruction. This is something I value when explaining a topic. The ICT tools I use in class are mostly found online or recommended by colleagues.

At my school, all students are provided with a laptop as well as regular textbooks. The school wants teachers to rely more on ICT tools, but in reality most of the teachers rely mostly on textbooks. I try to use ICT as much as possible, by having my students learn and work on their laptop. I rely on ICT tools as support to enhance my student's motivation.

Evidence

self-assessment theme 2: digitale basisvaardigheden

The second theme is about the basic digital skills. My students mainly use their laptop during my classes, as do I. I know how to connect my own device to the digiboard or beamer. When using a Kahoot or Mentimeter, I know how to display the results on the digiboard.

I am able to make backups of my documents and know how to install and updates the programmes I use on my own device. At work, I use my own Apple laptop, whilst the students all have a windows laptop. I know how to convert files from one type to the other.

I can view my students results in programmes such as exel and calculate their grades. I can later put these results up in Magister where the students will be able to view their grade. I can also upload files the students need in Magister, put in their homework or add personal appointments to their agenda.

Evidence Theme 2

self-assessment theme 3: Digitale media en informatiegeletterdheid

"De docent toont aan dat hij leerlingen bewust kan maken van de meerwaarde en risico's van internetgebruik".

In the third year I did the minor Children and Media. The main goal was to learn how to raise awareness about media use by children and young adults. My peers and I have designed a game to raise awareness amongst parents of teenagers. The game was designed for Travers group located in Zwolle. This organisation has weekly meetings with parents who would like to learn more about educating their children on media use.

Evidence Theme 3

Self-assessment theme 4: Didactisch handelen

"De docent toont aan dat hij ICT inzet om gestructureerd oefenen vorm te geven".

To help my students practice vacabulary, I provide them with Quizlet word-lists and we use kahoot in class. I present my grammar explanations during class using a prezi or Nearpod. Nearpod enables me to ask the students questions through their own devices during class.

Evidence Theme 4

Nearpod lesson: https://share.nearpod.com/hAyvFEVi5Q

Personal development plan

This personal development plan describes how I would like to use ICT in my classroom in the future.

Goal 1: using ICT to differentiate more

S: I would like to differentiate more using ICT. All students are provided with their own laptop so it should be possible. It is a very convenient advantage.

M: It would be quite difficult to measure this, Honestly, I wouldn’t know how to measure this, except for knowing whether I try to implement ICT more in different ways and use it to obtain materials for different levels for pupils.

A: Activities:

- Use ICT for reading: students will be reading online texts and do follow up assignments at their own level.

- I could rely on the internet for innovative activities for my students to do

- Students could for example write an online blog about a book they've read. By doing this they practice their reading and writing

R: As a teacher, it is important for me to differentiate. ICT is a very useful tool that should be applied.

T: Differentiating does not have a deadline, it should always be done. From now on I will rely more on ICT when it comes to differentiation.

Personal development plan

This personal development plan describes how I would like to use ICT in my classroom in the future.

Goal 2: Online testing

S: I would like to learn more about online testing

M: My goal will be achieved when I have learned how to make an online test. This could also be a diagnostic test or an online assignment for students to make.

A: I will be asking colleagues about the online testing methods they mostly use. I will try to make an online test and actually try it out. I could give them a test about what they have learned about media literacy or using ICT tools.

R: The materials I present are mostly online or available on their laptops, so why shouldn't the tests be?

T: I would like to test students after they've learned about media literacy and using ICT tools.

Attitude

Scientific article 1: Pros and cons of using ICT in teaching ESL reading and writing. Canadian centre of Science and education (June, 2013)

Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/view/28477

Scientific article 2: Learning with serious games: Is fun playing the game a predictor of learning success? Itken, N. & Petko, T.

Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12226

Article 1 - summary

The main subject of the article is explaining the pros and cons of using ICT in class. The article states the following:

• ICT improves education by providing support in learning and teaching for both teachers and students.
• ICT can serve as a facility for a student's learning process
• Blogs can be useful in class. They can serve as a medium of communication. Research shows that the learning process is positively affected when students present their own ideas on blogs and respond to their peers. The blog enables students to give and receive feedback in a non-traditional way.
• Students enjoy watching video material. They are familiar and comfortable with messages and visual images to communicate meaning. students are more likely to actively participate in a task or project when the end product will be viewed by more people than just the teacher.
• Online communication enables learners to construct their own perspective. They can communicate this perspective to a small audience.
• Students are more motivated to focus during class.
• Viewing online video content will help students broaden their vocabulary and facilitate their reading comprehension.
• songs, videoclips, cartoons or blogs enables students to become more engaged in their learning process.

Article 1 - summary (part 2)

Unfortunately, using ICT in class has some disadvantages as well. The article states that, for example, asking students to use blogs to enhance reading and writing skills does not work. They don't take the assignment seriously and develop computer skills that leads to an inaccurate understanding of the content.

When reading online articles, students will get easily distracted. They tend to switch to other websites and lose their focus.

In conclusion, the article tells us there are more advantages than disadvantages to using ICT in class. The pro's are gaining the student's interest, giving positive interactivity within reading, teaching and motivating students to engage with the language.

Article 2 - summary

This research was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results.

In this research, four hypotheses are tested;

1. The more fun children ascribe to learning games, the more willing they will be to make use of learning games.

2. Children’s willingness to engage with the subject matter of the learning game will increase in proportion to their experience of enjoyment.

3. The more fun children have playing a learning game, the greater will be their cognitive learning game by self-assessment.

4. The more fun children have playing a learning game, the greater will be their actual cognitive learning gain as determined by testing.

The children that participated in this research completed an online questionnaire, were given a notebook computer and were asked to fill in an online test for critical information literacy. Later they played a learning game especially developed for this study called AWWWARE for 30 minutes and were asked to participate in an online past-questionnaire. Finally, the children had to fill in the same online test as they did in the immediate pre-test.

Article 2 - summary (part 2)

Results of the questionnaires show that students had a generally positive attitude towards games for learning.

Expectations related to usefulness as well as anticipated simplicity of use have a significant influence on whether a child would like to work with serious games in the near future.

The enjoyment experienced while playing had a significant influence on gain in motivation to learn.

Influence of enjoyment of the game on the learning process is not influenced by the experience of fun during the game.

Hypotheses three and four were discarded because it appeared that whether something was learned was not attributable to the experienced enjoyment of the game. Serious games should not only be ‘fun’ but engaging (emotional, behavioural and cognitive). When teaching and learning with serious games, the combination of those types of engagement is the key to success.

ICT policy at Linde College Wolvega

I was unable to find an ICT policy at Linde College. However, I have taken a look at the way laptops are used within the school. All students are provided with their own laptop. Not only do the students carry these laptops with them, they also make use of books. they use the books even though all of the materials are available on the laptops as well.

All the classrooms are provided with smart boards where teachers can attach their own devices to a smartboard to project a presentation or assignment. Teachers use the smartboards often, though students still use their books more often than their laptops in class.

At Linde College we work with a programma called Itslearning. It's a digital learning management system. Teachers can put up assignments and study materials for students.

Opinion based on articles, investigated school and personal experience

I think ICT should be used more often during class. Teachers fall back on methods using books too often. Using the ICT materials available will motivate students to learn more actively. Students will be more engaged during class and learn how to be comfortable using ICT tools themselves.

Some teachers I talked to find it difficult to manage a classroom when all students have their laptops out because they have no way of checking what the students are actually doing, apart from standing at the back of the classroom. I think it would be wise to invest in a program where teachers can check what exactly students are doing with their laptops without having to stand behind them.

Introduction Tpack

The lesson series used for this assignment is one that I designed with Tineke van den Berg, Lisa van Pijkeren and Remi Mateboer. We designed this lesson series for our OWK4 project. Since the OWK4 course was in Dutch, the lesson plans and theoretical framework will be as well.

This lesson series is based on level A2 of the ERK. This lesson series was based on ICT skills and is about 21st century skills and independence in the digital age. The students are asked to design their own digital newspaper.

Account for ICT in each lesson

Lesson 1

In the first lesson, Mentimeter is used as a communicative tool. The students are asked what their ideas and opinions are on the lesson and they reply using menti.nl. The answers given by the students are shown on the digital board so they can take inspiration from each other. To make the tool interactive, the teacher will discuss the feedback given by the students.

Lesson 2, 3 & 4

In the second lesson we start off by using the interactive tool mentimeter to refresh the student's memory about the first lesson. Students will work with their laptops/ipads to watch videos, look for inspiration and design and write their own online newspaper. During the last lesson we will work with the presentation tool Prezi.

Instructieblad 1

Instructieblad 2

Materials

Materials

Materials

Materials

Beoordeling

Beoordeling

Explanation of choices (TPack)

If you want to integrate ICT into your lessons succesfully, you need to be able to know what you need to teach (content) , how you need to teach it (pedagogical) and you need knowledge of ICT (technological). The content knowledge was covered by providing students with instruction sheets and an explanation for the whole class.

Technological pedagogical knowledge is about how didactics can change by using ICT in class. We decided to use mentimeter to check what students remembered from previous lessons and what their thoughts on the lesson series are.

Since the end product will be made in Prezi, the teacher needs to have knowledge of the website and how to design the online newspaper themselves. This covers the pedagogical side of the Tpack model.

Technological content knowledge is about how the content can change by use of ICT. By using Youtube videos, prezi, online articles and even google translate, you keep the content up-to-date. This will result in more motivated students They can search their own articles and design their own newspaper. There are some provided materials in the lesson series, but students are encouraged to pick their own topics and content. This way, the content changes through ICT.

Theory

Literature

Armstrong, P. Center for Teaching, Bloom’s Taxonomy. Geraadpleegd op 20 december 2017, van,

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Europees Referentie Kader. De niveaubeschrijvingen, schrijven. Geraadpleegd op 20 december 2017, van

http://www.erk.nl/docent/niveaubeschrijvingen/Schrijven/

Stockwell, R. Stockwell, M. Cennamo, M. Jiang, E. (27 August, 2015) ScienceDirect, Blended Learning Improves Science Education. Geraadpleegd op 20 december 2017, van

https://www.sciencedirect.com/science/article/pii/S0092867415010223

Watanabe-Crockett, L. (2 August, 2016) Global Digital Citizen Foundation, The Critical 21st Century Skills Every Student Needs and Why. Geraadpleegd op 20 december 2017, van

https://globaldigitalcitizen.org/21st-century-skills-every-student-needs

By M. Wever (Linde College Wolvega)

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