Margaret J. Cox King’s College London

Slides:



Advertisements
Similar presentations
Some impressions from the school visits and the conference -No systematic report 1 st Some general wisdom 2 nd Key analysis questions of the project Conference.
Advertisements

Creating the Map To Set the Direction. Educational Positioning System (EPS – a play on GPS)
Supporting further and higher education Learning design for a flexible learning environment Sarah Knight and Ros Smith Pedagogy Strand of the JISC e-Learning.
Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.
Angela Chow Centre for Information Technology in Education The University of Hong Kong IT in Education Symposium, 10th July, 04.
Working with the Teachers’ Standards in the context of ITE. Some key issues for ITE Partnerships to explore.
Internship Seminar What will be covered: The internship context
ICT in Education The Commonwealth of Learning (CoL) Certificate for Teacher ICT Integration (known as the CCTI) is a distance learning course which was.
Learning and Teaching Using ICT Conferences Summer 2004.
1 SESSION 3 FORMAL ASSESSMENT TASKS CAT and IT FORMS OF ASSESSMENT.
Technologie dell’informazione e Profili e Curricula le biblioteche Parma Ottobre 2005 IT Competences and Curricula Issues: A University Perspective.
Intel® Education K-12 Resources Our aim is to promote excellence in Mathematics and how this can be used with technology in order.
DED 101 Educational Psychology, Guidance And Counseling
Rationale for CI 2300 Teaching and Learning in the Digital Age.
Planning, Instruction, and Technology
Technology Standards for Language Learners TECHNOLOGY STANDARDS FOR LANGUAGE TEACHERS.
Make a difference Welcome A Level ICT. Contents Introduction to OCR Introduction to ICT Why change to our specification? Support and training Next steps.
Using technology to improve learning Stella BurtonBeaumont Community Primary school1.
ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY
1 Embedding ICT in PE Steve Cayley Adviser for e-Learning.
Week 7 Managing eLearning. “...an approach to teaching and learning that is used within a classroom or educational institution... It is designed to.
Year Seven Netbook Project. Aims of the Project To evaluate the impact on learning and teaching of using portable technologies both within and outside.
Markus Mostert & Lynn Quinn Rhodes University Grahamstown South Africa Using ICTs in Teaching and Learning: Reflections on Professional Development of.
Technology Leadership
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
The Framework for Teaching Domain 1 Planning and Preparation.
Illinois MSP Program Goals  To increase the content expertise of mathematics and science teachers; 4 To increase teaching skills through access to the.
Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing.
Microsoft Corporation Teaching with Technology. Ice Breaker.
Thomas College Name Major Expected date of graduation address
Dr. Tayseer Al Nahar Al Noaimi Ministry of Education- Jordan
Connecting Teachers Can there be models of effective practice for teachers with ICT? Chair: Christine Vincent, Becta Presenter: Margaret Cox King’s College.
Presidential National Commission on Information Society and Development (PNC on ISAD)  Government commitment to information society Accelerated Shared.
RESEARCH IN MATHEMATİCS EDUCATION Karadeniz Technical University Fatih Faculty of Education Prof.Dr. Adnan Baki.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
Pedagogy for the 21 st Century LSS Retreat, November, 2010.
Teacher competencies. Professional competence with ICT Draw on appropriate ICT applications to enhance personal and professional effectiveness  Using.
The World Around Us and the Media Integrating ICT.
Preparing Future Teachers for 21 st Century Learning Partnerships that enhance the capacity of pre-service education 2008 Deakin University Faculty of.
School ICT Learning programmes Module 3 Workshop 3.
Student Name Student Number ePortfolio Demonstrating my achievement of the NSW Institute of Teachers Graduate Teacher Stage of the Professional Teacher.
Technology Gap. Objectives Develop a deeper understanding of technology gaps in relation to IDT Discuss the strengths and weaknesses of e-resources as.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
March E-Learning or E-Teaching? What’s the Difference in Practice? Linda Price and Adrian Kirkwood Programme on Learner Use of Media The Open University.
Overview of the IWB Research. The IWB Research Literature: Is overwhelmingly positive about their potential. Primarily based on the views of teachers.
EDUCATIONAL TECHNOLOGY IN THE ASIA PACIFIC REGION
NEELB ICT Induction December Course Objectives To provide an overview of Using ICT in the Northern Ireland Curriculum To investigate opportunities.
WRIGHT STATE UNIVERSITY College of Education and Human Services Integrating Technology Into Foundations and Methods Courses.
The Scope of Learning Technology Pete Richardson Learning Technologist School of Education Bangor University The Scope of Learning Technology XME 4078:
ICT in Classroom Prepared by: Ymer LEKSI Kukes
Government of Nepal Ministry of Education National Center for Educational Development.
How to Apply it in the Classroom Elicit ideas Elaboration & Reconstruc- tion Frequent problem based activities Variety of info. & resources Collaboration.
Name of presentation Integrating ICT: Part 1. Learning Objectives  increase our understanding of ICT integration  increase our ability to use ICT in.
Building Schools for the Future Transforming the Learning Landscape in Birmingham.
Presented by: RENU SANGWAN Presented by: RENU SANGWAN.
Connecting Teachers Can there be models of effective practice and would they threaten innovation and diversity? Chair: Christine Vincent, Becta Presenter:
GE1155- Computer in Education LEARNING ABOUT ICT
Ayoub Kafyulilo DUCE Challenges and Opportunities of Integrating ICT in Education.
© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.
Scotland’s Colleges is a trading name of both the Scottish Further Education Unit and the Association of Scotland’s Colleges Curriculum for Excellence.
Graduate Program Completer Evaluation Feedback 2008.
Copyright © May 2014, Montessori Centre International.
LACS 2 Empowering Language Networks. LACS 2: Empowering Language Networks The project will mediate between ECML projects and language teacher associations.
Pedagogy and A-level teaching Mary Webb King’s College London.
WORKSHOP Computer Science Curriculum Development
THE JOURNEY TO BECOMING
Choi Wai Kit (Gavin) St. Margaret’s Girls’ College, Hong Kong
Quality assurance and curriculum development
Standard for Teachers’ Professional Development July 2016
Presentation transcript:

Margaret J. Cox King’s College London ICT and Pedagogy: Implications for international collaborative learning and learningenvironments Margaret J. Cox King’s College London

Focus of the paper What do teachers’ pedagogies include? What types of ICT resources and communications technologies are being used by teachers and pupils and for what purposes? What is the relationship between different types of ICT use and teachers’ pedagogical practices? What ways is networked learning being integrated with other more traditional teaching methods? Implications for international educational collaboration and learning environments

Three main developments Technological Educational initiatives Applications to teaching and learning

Technological developments Educational Initiatives ICT as a subject ICT to enhance teaching and learning ICT resources Implications For teachers and leaners

Technological developments Reducing costs and increasing diversity Impact and migration from the IT industry Domination of commercial technologies Widespread use of office software in education

Growth of IT resources Decline in IT costs

Educational initiatives Major government policies regarding ICT in education Different priorities from nation to nation Two main directions: IT as a subject and ICT across the curriculum Extending the boundaries of educational settings

Applications of ICT to teaching and learning Vocational need to meet demands of the IT industry Changing nature of ICT representations Networked technologies used for sharing of peripheral educational activities Networked learning within single institutions

Tutorial style software USER decisions practice choice of variable values confirmation of correct answers Fixed model Few variables help for incorrect answers

Simulations choice of variables USER and values study relationships hypothesise investigate theories semi-fixed model range of variables results of hypotheses and investigations

Framework software USER develop model choose variables analyse data build theories framework creation and analysis of user’s theories choice of model learning framework

What do educators understand by teachers’ pedagogies Teachers’ ideas and beliefs about teaching Includes the whole practice of teaching before and after the class activity as well as during the teaching itself How ICT is used will have a positive or negative effect on pupils’ learning Teachers’ pedagogies will affect how ICT is integrated with other more traditional teaching methods

Pedagogical reasoning model Teachers’ knowledge, beliefs and values Pupils’ knowledge, beliefs and values Pedagogical reasoning Pupils’ behaviours Teachers’ behaviours Affordances Actions and activities Learning outcomes

Affordances The properties of a teaching and learning system as perceived by the user which allow certain actions and specific types of behaviour. For ICT, affordances which are influenced by the teacher and the learner would include providing learning opportunities for the student using different ICT environments

Pedagogical reasoning Subject content knowledge Knowledge related to general teaching issues, e.g. teaching approaches, classroom management Curriculum knowledge - “tools of the trade”: schemes of work, resources etc. Pedagogical content knowledge - their own special form of professional understanding Knowledge of learners and their characteristics; Knowledge of educational contexts: groups, classes, school and wider community Knowledge of educational ends, purpose and values and their philosophical and historical grounds.

ICT hardware Stand-alone computers Computer networks in classes Laptop computers for personal uses in class and at home Personal digital organisers Interactive whiteboard Measurement and control devices Range of other ICT devices: mobile phones, Web pads, tablet PCs etc.

ICT software Office software: word-processing, spreadsheets, databases, Subject based simulations Computer based modelling Measurement and control On-line communications Web-based courses Researching on-line evidence Computer based assessment

Hardware Different modes of Human computer interactions Expanding range of Representations systems New forms of knowledge Software

What do we know about ICT and teachers’ knowledge? Teachers subject knowledge - greatest attainment when teachers understand their own subject in depth and detail Access to ICT resources- teachers who take the initiative to acquire relevant ICT resources are able to use them with more consequent benefits to their pupils Teachers who understand the range and scope of ICT can achieve greater integration and higher learning outcomes

Relationship between ICT and teachers’ pedagogical practices Teachers who were confident in using specific ICT resources were able to plan and implement appropriate learning activities Pedagogical practices of the teacher using ICT - depended upon their subject knowledge, ICT skills and their understanding of ICT Organisation - the class organisation had an important impact on the attainment of the pupils Beyond the classroom - ICT pedagogy includes all aspects of teaching, not just in the lesson.

ICT as a subject/across the curriculum IT/ICT as a subject Insufficient teachers competent to teach ICT Dominated by Microsoft Office Insufficient time-tabled time to teach ICT well Curriculum poorly understood Quality of learner’s achievements limited by the above ICT across subjects Insufficient teachers motivated to use ICT Lack of expertise in how to use it effectively Lack of support from school principals Competing for resources with ICT teachers Dominated by Microsoft office

Integration of networked learning Use of the Internet for distance learning Web-based courses Extending pupil-pupil and teacher-pupil communications: Email On-line assignments Pupil-pupil evaluations On-line evaluations Distance learning whole courses

Emerging issues Pedagogical conflicts Teachers’ subject knowledge Teachers’ pedagogical knowledge Teachers’ knowledge of the potential of ICT Pedagogical practices and affordances Access to ICT networking resources Managing a community of learners Balancing local and international educational priorities

Pedagogical conflicts Using office based software New knowledge and new representations Challenges of networked learning environments Using subject based software Using existing knowledge and traditional representations Abilities of teachers to use ICT National curriculum requirements

Teachers’ subject knowledge Teachers need to know that some ICT uses will change the nature and representations of knowledge and of the way the subject is presented to and engages the pupils the potential of ICT and networked resources not only in terms of its contribution to pupils’ presentation skills but in terms of its facilities for challenging pupils’ thinking and extending pupils’ learning in a subject how to prepare and plan courses and lessons where ICT is used which will challenge pupils’ understanding and promote reflection and thinking, in the subject

Teacher pedagogical knowledge Teachers need to know how to organise pupils when using ICT resources within a range of learning settings the relationship between a range of ICT resources and the concepts, processes and skills in their subject how to obtain and select appropriate ICT resources to meet a range of learning opportunities; how and when to decide on the four approaches to using networked technologies

Four approaches to using networked technologies Substitution approach Integrated approach Enhancement approach Complimentary approach

Loss of control of the learning process Informal learning outside the formal institution Learners’ access to other ‘teachers’ and ‘experts’ Learners’ perceptions of the value of IT in society Changing roles of the teacher

Balancing local and international educational priorities Within formal courses Using goal oriented international communities - new on-line courses Using international communities of interest to support networks of teachers at national and international level Facilitating learners’ communities across nations Communities of practice to contribute to students on formal courses

Balancing local and international educational priorities Within informal learning Providing opportunities for informal learners collaborating within a community of interest Providing specific Web-sites to support informal learners to exchange ideas and knowledge Communities of practice could contribute to students engaged in informal learning Educational collaborations need to benefit the whole community of partners

Implications for learning environments Other resources The teachers Communication resources Simulations Learning environments Learning Affordances Tutorial software Framework software The learners Other experiences

Possibilities for international collaboration Setting up international communities of practice Setting up international projects on course development and evaluation Exchanging students and academics Providing professional development in the uses of ICT Sharing best practice in using ICT in teaching and research