1. Methods of Teaching ICT Presented by: Koigny Hermann Kouadio NIIT TEMA

2. Presentation Outline Introduction What is ICT? Analogies What is a method? Methods, strategy aids and approaches What an effective ICT teacher must possess Dos and Don'ts End note

3. Introduction Information and communication technology is now a mature part of educational curriculum. Once restricted to upper secondary schools as "computer studies", ICT is now taught even to children in reception class. In the early years, the emphasis is on getting children familiar with the technology. For the first few years, children will learn to use the equipment, and use the software for isolated tasks. Later, pupils will be taught how to use various programs for a particular task and given opportunities to do so. By the time the children leave school, they should be able to make use of technology to communicate in words, pictures and sound. They should be able to access and exchange information in different ways, including using email and the Internet. They should be able to use technology to control events and equipment. This presentation highlight some methods that should be followed when teaching ICT.

4. What is ICT ? ICT stands for Information and Communication Technology. It is a subject that is taught in all schools. It involves children using and understanding computers and the software packages (programs) which run on them. Studying ICT helps children to understand how we use computers, and equipment such as videos, televisions and sound systems, to communicate with each other. Children learn how to gather and use information, present it and share it with others. Using ICT to communicate with people in secondary education and the wider working world helps children in primary schools to understand how large a part ICT now plays in our lives.

5. Analogies…. Teaching is like fishing… Teaching is like fishing… You use different lures for different fish You use different lures for different fish You use different methods for different learners. You use different methods for different learners. Teaching is like beautiful music… Teaching is like beautiful music… Where, instructional methods are the instruments Where, instructional methods are the instruments When played alone they make sound… When played alone they make sound… When played together in tune, rhythm, and feeling, they become amazing music! When played together in tune, rhythm, and feeling, they become amazing music!

6. What is a method? a procedure or process for attaining an object: as a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques

7. Teaching Method Objective oriented activities and flow of information between teachers and students Objective oriented activities and flow of information between teachers and students

8. Methods, Strategy, Aid, Approach Teaching Method tend to be synonymous with technique according to Webster Teaching Method tend to be synonymous with technique according to Webster Teaching Strategy – “careful plan” that serves an important function in achieving a specific outcome. Teaching Strategy – “careful plan” that serves an important function in achieving a specific outcome. Instructional aids includes: Instructional aids includes: Chalkboard, Flip chart, PowerPoint Chalkboard, Flip chart, PowerPoint Overheads, VCR, Real Objects, etc. Overheads, VCR, Real Objects, etc. Teaching Approach is a “holistic process” Teaching Approach is a “holistic process” Includes the teaching steps, problem-solving strategies, and teaching methods. Includes the teaching steps, problem-solving strategies, and teaching methods.

9. An effective ICT Teacher must…. Have a good knowledge of ICT Let children explore for themselves Move with the time Use interactive white board often Use ICT tools outside their own comfort zone Prepare them for the future

10. Teachers of ICT communicate high expectations, enthusiasm and passion about their subject to pupils. They have a high level of confidence and expertise, both in terms of their specialist knowledge and technical skills and their understanding of effective learning in the subject. As a result, they use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject. An effective ICT Teacher must….

11. DO’S Always start your sessions by stating the objectives Use your syllables as the basis for planning your ICT lessons. Plan to use the computers as an integral part of the classwork, and not an added activity that bears no relation to the rest of the curriculum. Use computers in a meaningful way to enhance the subject and not distract from it. Devise activities that require pupils to share a computer, because computers are excellent for encouraging collaborative learning and also for higher order skills, such as modelling. Reinforce your teaching through wall displays of the terms used.

12. DOS DOS …. Devise generic activities that can be applied to a variety of computer situations, such as copy and paste. Plan your lessons so that the computer-based work and the non-computer- based work are similar in terms of intended learning outcomes Adopt the model of showing the pupils as a class how to do something on the computer, and then getting them to practice it in that lesson and to repeat that practice in subsequent lessons. End your lesson with the summary of what was learnt.

13. DON’T’S Start an ICT lesson without ensuring that you are familiar with the equipment and, crucially, that it works at that moment. Start an ICT lesson without ensuring that you have some non-computer work handy in case something goes wrong with the computers or power. Underestimate what your pupils are capable of doing and understanding on the computer.

14. DON’T’S DON’T’S …. Focus on dealing with the software at the expense of the real learning task. Leave it to the last minute to begin the end of the lesson, especially if the pupils have to print out their work. Allow pupils to sit facing the computer screen when you want them to listen to your instructions. Leave it until the end of the lesson to give out the homework. Give out homework that can be done only on a computer