2. INTERGRATING ICT IN EDUCATION THEMES Experiences, Planning and Implementation, Resource Management, Influencing Factors. THEMES Experiences, Planning and Implementation, Resource Management, Influencing Factors.

4. Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership. Learning outcomes Describe and analyze own experience of ICT integration practices and discuss their implications; Develop an understanding of the interlinkages between ICT and Education Leadership; Develop technological pedagogical content knowledge; Distinguish between adjunct use and Integration of ICT; Develop an understanding of the integration of ICT in the teaching and learning; Use ICT resources Email, Spreadsheets and Word-processing Software Learning outcomes Describe and analyze own experience of ICT integration practices and discuss their implications; Develop an understanding of the interlinkages between ICT and Education Leadership; Develop technological pedagogical content knowledge; Distinguish between adjunct use and Integration of ICT; Develop an understanding of the integration of ICT in the teaching and learning; Use ICT resources Email, Spreadsheets and Word-processing Software

6. Presentation outline Discussions Tasks Reviews Hands on Individual and Collaborative Reflection Demonstration Discussions Tasks Reviews Hands on Individual and Collaborative Reflection Demonstration

7. ICT INTEGRATION IN EDUCATION LEADERSHIP AND MANAGEMENT

8. Objectives of the Session Describe and analyze our experiences of ICT integration practices and discuss the implications. Distinguish between adjunct use and integration of ICT in Education. Discuss and Understand ICT integration in pedagogical leadership.

9. Experience with ICT What do you remember about the experience? Why? What did you enjoy/ not enjoy doing? Why? What was good/not good about the experience? Why? What was about the experience? Why? What situation/topic do you remember most/least about? Why? What do you think was relevant/irrelevant about your school/Institution experiences? What do you remember about the experience? Why? What did you enjoy/ not enjoy doing? Why? What was good/not good about the experience? Why? What was about the experience? Why? What situation/topic do you remember most/least about? Why? What do you think was relevant/irrelevant about your school/Institution experiences?

10. PRESENTATIONS Experiences/memories/situations/relev ancy

11. WHAT INFLUENCES LEARNING What the learner already knows – prior knowledge Learner’s interest – motivation Prior knowledge: A Determinant of WHAT further learning can occur What the learner already knows – prior knowledge Learner’s interest – motivation Prior knowledge: A Determinant of WHAT further learning can occur

12. Three Way Relationship Phenomenon Everyday Knowledge Everyday, common sense way of talking and thinking Developed and reinforced by growing in a culture. Learned and reinforced subconsciously through everyday communication Educational More formalized ways of talking and thinking Development and vandalized by learning communities Learning through explicit teaching (not these to be discovered)

13. Learning Influences the PROCESS whereby learning occurs. Motivation: Learning styles and Multiple Intelligences. Central rote learning set meaningful learning set Influences the PROCESS whereby learning occurs. Motivation: Learning styles and Multiple Intelligences. Central rote learning set meaningful learning set

14. Ausubel “If I was to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” (1968) for “meaningful learning” the learner must make a conscious effort to relate new knowledge to existing knowledge, to identify key conceptions in the new knowledge and relate these to other key ideas. “If I was to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows.” (1968) for “meaningful learning” the learner must make a conscious effort to relate new knowledge to existing knowledge, to identify key conceptions in the new knowledge and relate these to other key ideas.

15. Meaningful Learning New Learning meaningful Rote existing knowledge new learning new learning existing knowledge

16. Meaningful Learning Degree of meaningful learning depends on the NATURE of existing knowledge and HOW it interacts with new learning Those aspects of existing knowledge which provide these interactions are “subsumers ” Degree of meaningful learning depends on the NATURE of existing knowledge and HOW it interacts with new learning Those aspects of existing knowledge which provide these interactions are “subsumers ”

17. Meaningful Learning Logically meaningful materials DO NOT AUTOMATICALLY mean psychologically meaningful learning Advanced organizers – an approach to assisting learning when there are no “subsumers” (existing knowledge to allow appropriate linkages) Logically meaningful materials DO NOT AUTOMATICALLY mean psychologically meaningful learning Advanced organizers – an approach to assisting learning when there are no “subsumers” (existing knowledge to allow appropriate linkages)

18. Learning Theories Conceptual Change Constructivism Meta-cognition Information Processing

19. Conceptual Change It is the process, where an existing conception is fundamentally changed or even replaced, and becomes the conceptual framework that students use to solve problems, explain phenomena, and function in their world.

20. Conceptual Change in Classroom Teaching  Reveal student preconceptions  Discuss and evaluate preconceptions  Create conceptual conflict with those preconceptions  Encourage and guide conceptual restructuring  Reveal Student Preconceptions

21. Constructivism People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. We are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. The constructivist view involves two principles: 1. Knowledge is actively constructed by the learner, not passively received from the environment. 2. Coming to know is a process of adaptation based on and constantly modified by a learner's experience of world

22. Constructivism in Classroom Teaching  Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.  Pursuit of student questions and interests is valued.  Materials include primary sources of material and manipulative materials.

23. Constructivism in Classroom Teaching (Cont..)  Learning is interactive, building on what the student already knows.  Teachers have a dialogue with students, helping students construct their own knowledge.  Teacher's role is interactive, rooted in negotiation.

24. Constructivism in Classroom Teaching (Cont..)  Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.  Knowledge is seen as dynamic, ever changing with our experiences.  Students work primarily in groups.

25. Meta-Cognition The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies. meta-cognition involves:  knowledge and control of self  knowledge and control of process Paris and Winograd (2005)

26. Meta-cognition in Classroom Teaching  Identifying "what you know" and "what you don't know."  Thinking about thinking  Keeping a thinking journal.  Planning and self-regulation.  Debriefing the thinking process.  Self-Evaluation.

27. INFORMATION PROCESSING The conversion of latent information into manifest information SOME KEY IDEAS IN THIS VIEW OF LEARNING SELECTING CHUNKING THINGS EVERYBODY DOES PROCESSING OR INTEGRATING EXTENDING THINGS GOOD LEARNERS DO MONITORING SOME KEY IDEAS IN THIS VIEW OF LEARNING SELECTING CHUNKING THINGS EVERYBODY DOES PROCESSING OR INTEGRATING EXTENDING THINGS GOOD LEARNERS DO MONITORING

28. Information Processing in Classroom Teaching 1. Gain the students' attention. 2. Bring to mind relevant prior learning. 3. Point out important information.

29. Information Processing in Classroom Teaching Cont. 4. Present information in an organized manner 5. Show students how to categorize (chunk) related information. 6. Provide opportunities for students to elaborate on new information.

30. Information Processing in Classroom Teaching Cont 7. Show students how to use coding when memorizing lists. 8. Provide for repetition of learning. 9. Provide opportunities for over learning of fundamental concepts and skills.

31. Pedagogical Leadership with ICT Learning theories that have impacted teaching and learning with ICT. Tutor, Tutee and Tool. Computer as tutor Computer as Tutee. Computer as Tool. Learning theories that have impacted teaching and learning with ICT. Tutor, Tutee and Tool. Computer as tutor Computer as Tutee. Computer as Tool.

32. ICT What is ICT? What is Adjunct Use and Integrated Use of ICT in Education? What is ICT? What is Adjunct Use and Integrated Use of ICT in Education?

33. ICT Information communication technology (ICT): The term ICT encompasses the range of hardware (desktop and portable computers, projection technology, calculators, data-logging, and digital-recording equipment), software applications (Generic software such as excel, access and multimedia resources such as flash, video and power point), and information systems (Intranet, Internet)

34. …education that is organized in such as way that it cuts across subject- matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, Which is interactive? Shoemarker(1989) …education that is organized in such as way that it cuts across subject- matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, Which is interactive? Shoemarker(1989)

35. Why integrate or Use Integrate use Advantages Disadvantages

36. Integrated/Adjunct use Integration Adjunct

37. ICT USE ICT Integration: Integration is using ICT in teaching and learning, as part and parcel of the curriculum independent of time and place. This could be as a tool or as technology. if it is used to enhance the teaching and learning then it is integrated use ICT Integration: Integration is using ICT in teaching and learning, as part and parcel of the curriculum independent of time and place. This could be as a tool or as technology. if it is used to enhance the teaching and learning then it is integrated use Adjunct use is the use of Technology as an extra or addition tool in teaching and learning. It means that if technology is in isolation of the content then it is adjunct use.

38. Why integrate or Use Integrate use Advantages Disadvantages

39. Integration It is important to use technology based on the four principles enhancement, retrieval, reversal, obsolescence. Integration should allow for enriching, enhancing and maximizing learning. It is important to use technology based on the four principles enhancement, retrieval, reversal, obsolescence. Integration should allow for enriching, enhancing and maximizing learning.

41. TPCK

42. ICT LEADERSHIP Enhancing School Leadership Principal’s Leadership Teacher Leaders Leadership for meaning, leadership for problem solving, collegial leadership, leadership as shared responsibility, leadership that serves school purposes, leadership that is tough enough to demand a great deal from everyone, and leadership that is tender enough to encourage the heart – these are the images of leadership we need for schools as communities (Sergiovanni, 1997, p. 3). Enhancing School Leadership Principal’s Leadership Teacher Leaders Leadership for meaning, leadership for problem solving, collegial leadership, leadership as shared responsibility, leadership that serves school purposes, leadership that is tough enough to demand a great deal from everyone, and leadership that is tender enough to encourage the heart – these are the images of leadership we need for schools as communities (Sergiovanni, 1997, p. 3).

43. Leadership supports the creation and articulation of a shared vision of ICT use which is key to driving and managing a change in use of ICTs in teaching and learning (Hughes & Zachariah, 2001; Otto & Albion, 2002). Leadership supports the creation and articulation of a shared vision of ICT use which is key to driving and managing a change in use of ICTs in teaching and learning (Hughes & Zachariah, 2001; Otto & Albion, 2002). ICT LEADERSHIP

44. Leadership harnesses commitment to improve teaching and learning through ICT integration and leverages available skills to utilize ICTs effectively (Hayes, 2007). Leadership harnesses commitment to improve teaching and learning through ICT integration and leverages available skills to utilize ICTs effectively (Hayes, 2007). ICT LEADERSHIP

45. Leaders who are close to the curriculum and teaching are well placed to influence pedagogical change through ICTs (Kearney & McGarr, 2009). Leaders who are close to the curriculum and teaching are well placed to influence pedagogical change through ICTs (Kearney & McGarr, 2009). ICT LEADERSHIP

46. Leadership establishes a culture that enables innovation as well as a shared sense of responsibility for innovation (Kirkland & Sutch, 2009). Leadership establishes a culture that enables innovation as well as a shared sense of responsibility for innovation (Kirkland & Sutch, 2009). ICT LEADERSHIP

47. Identifying Affordance 1. What is the affordance i.e. opportunities for learning 2. What is facilitating the affordance or providing the opportunity. 3. What is promoting the degree of affordance? 4. What is the source of information? 1. What is the affordance i.e. opportunities for learning 2. What is facilitating the affordance or providing the opportunity. 3. What is promoting the degree of affordance? 4. What is the source of information?

48. Activity Affordance for students Elements that provide affordance Elements that may increase degree of Affordance Elements that provide information about affordance While school leaders are integrating ICT in their work review affordance based on the above questions. Complete the table below

49. Affordance

50. Thought What factors supported and hindered your school leadership through Integration?

52. The beginning

53. FOR TOMMOROW HOME FUN For session 1 Read the stages of team work form your reading pack Session 2 Read time management form your reading pack

54. Email Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list) Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list)

55. Spreadsheets Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list) Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list)

56. Word Processing Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list) Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list)

57. Web-based Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list) Collaboration and interaction. Publishing of students work. Interaction ( Blogs, Discussion forum, Mailing list)