Fundamental Teacher Training Course on The Integration of ICT in Teaching and Learning

If the global vision is that of maximizing the power of technologies for better economies, then educational institutions, such as schools, are  strategically suitable incubators for such with the teachers being central in the realization of such vision. In this regard, it is important for them to be sufficiently empowered even for this task.

This is a Continued Professional Development Course (CPD) intended for the in-service teachers, teaching learners from the Foundation Phase level up to the FET band level (grade R to grade 12), as described in the South African Education  system. It is aimed at assisting them in developing sufficient knowledge and skills that will equip them to effectively integrate these technologies into their created learning environments.

The course assumes that teachers have a working knowledge in the use of computers or any other devices that can access an online platform. the course is mainly delivered on line through a user friendly Virtual Learning Environment, and of course with 24/7 dedicated technical assistance. Over this period, 3 modules will be covered with appropriate assessment.

A certificate of achievement will be awarded to those with 50% attainment in all the modules. This can be possibly attained when one has achieved the minimum of 50% in each module.

Learning Objectives:

At the end of the course, it is anticipated that course participants will be able to:

 

Module 1: Pedagogy , ICT and ICT integration :

Learning Outcomes

  • Describe Pedagogy, ICT and ICT integration;
  • Explain the relevance of PCK and TPACK in ICT integration

Unit 1: Understanding Critical Concepts

1.1 Understanding Pedagogy

Pedagogy is a collective term referring to all theoretical perspective and methodologies in teaching. The learning theories also are part of what constitute pedagogy.

As advanced in by a number of research studies on ICT integration in teaching and learning, for teachers to be able to effectively integrate ICTs, they need to be well vested with their pedagogy first.

1.2 Defining ICT:

The term ICTs is used to refer to a range of tools which provide means of accessing,receiving, storing, manipulating, presenting and communicating information through electronic and other automated means. 

1.3 ICT integration 

ICT integration in teaching and learning refers to the process of using any ICT tool in enhancing teaching and learning. In a properly integrated teaching and learning experience, ICT and other educational components such as content, theoretical perspectives and methodologies are seamlessly molded into one.

Within the teaching  practice, pedagogic proficiency in terms of teacher's knowledge of the subject the learning theories in specific methodologies pertaining to the subject as well as its content and ICT integration are inseparable.

ICT tools on their own do not make effective pedagogy. Selected pedagogical principles form the backbone on which ICT integration in teaching and learning leans on.

Useful Presentations on this:

http://www.slideshare.net/vasudhak2000/ict-pedagogy-iintegration

http://www.slideshare.net/AjithJanardhananTJ/use-of-ict-for-effective-teaching-and-learning

Unit 2

Pedagogical Content Knowledge

2.1

 Pedagogical Content Knowledge is an essential premise when one considers teacher development in ICT integration. The reason that Pedagogical Content Knowledge has become so significant in ICT integration in teaching and learning is because the basic principles of the latter are that of making teaching and learning:

  • Engaging and motivating;
  • Interactive;
  • Contextual;
  • Reducing cognitive load;
  • scaffolding; and finally
  • collaboration.  
  •  With the introduction of the 21st century technologies in education, PCK evolved into Technological Pedagogical Content Knowledge (TPACK).

2.2 TPACK

This has been explained in the above section as to how it evolved. It is an extention of the PCK.  As depicted in the diagram below:

 

The Value that ICTs can bring to the learning experience

With the introduction of the ICTs into the teaching and learning equation, education will never be the same as before. ICTs has been found to bring about rich and exciting opportunities in education as they are loaded with enhancements:

  1.  ICTs enhance the quality and accessibility to education: Especially with the use of mobile devices as well as synchronous capabilities, access to education is a possibility even to the most remote and awkward conditions. Over and above this, just on their own, they are assistive to the teaching and learning through enabling teaching in areas where there are limitations, e.g. think of multimedia platforms and webinars.
  2. ICTs enhance learning motivation: Engagement afforded by the ICTs has a potential to increase learner motivation to learn. These come in a variety, bringing excitement in each and every learning experience which translates to motivation to learn that is endless.
  3.  ICTs enhance learning environment:  A single device enable learning access to a variety of tools and apps and even a variety of other teachers available virtually. So whilst a teacher is in the classroom she/he can invite other experts to assist and therefore add value to the learning environment.
  4. ICTs enhance  scholastic performance: Directly and indirectly, ICTs expand the child's horizon for learning. This is through the broadening of exposure as outlined above, especially when it is appropriate and relevant. Knowledge and skills become broader too.

Additional Reading

Links

http://www.slideshare.net/linamarkauskaite/university-teaching-as-epistemic-fluency-frames-conceptual-blending-and-experiential-resources-in-teacher-pedagogical-and-ict-choices

 

https://kristinahollis.wordpress.com/category/elearning/page/2/

http://PDF]A Conceptual Analysis of Technological Pedagogical Content ... scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2481&context=et

 

https://kristinahollis.wordpress.com/category/elearning/page/2/

http://www.slideshare.net/linamarkauskaite/university-teaching-as-epistemic-fluency-frames-conceptual-blending-and-experiential-resources-in-teacher-pedagogical-and-ict-choices

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Assessment.

Quiz

State whether TRUE or FALSE

  • Pedagogy knowledge is essential in ICT integration
  • Pedagogy knowledge is not essential in ICT integration

PCK caters for ICT Integration

  • PCK does not cater for ICT integration
  • Type your statement here...
State whether TRUE or FALSE

In the Technological Pedagogic knowledge, three forms of knowledge exist: Technological, content and pedagogic knowledgentitled statement question

  • In the Technological Pedagogic knowledge, three forms of knowledge exist: Technological, content and pedagogic knowledgentitled statement question
  • Type your statement here...

For effective ICT integration, Pedagogy, content and technology should be molded in to one.

  • For effective ICT integration, Pedagogy, content and technology should be molded in to one.
  • Type your statement here...
State whether TRUE or FALSE

Module 2: Evaluating and Selecting ICTs for Teaching and Learning Experiences

Learning Outcomes for the Module:

  • Evaluate and Select a range of ICT tools that promote teaching and Learning;
  • Integrate ICT effectively in the planning of the learning experience; and
  • Manage and review the learning experience

Unit 1

1.1 Range of available learning technologies.

ICts are a complex combination of both hardware and software. Such range can best be understood in terms of categories into which these fall. In this regard we have the following categories:

  • Print Materials;
  • Still Pictures and Graphics;
  • Projector devices;
  • Sound recordings and Radio;
  • Film and Video;
  • Educational Broadcasting;
  • Teleconferencing;
  • Computer Conferencing;
  • World Wide Web;
  • Uses of Internet.

Depending on what one wishes to achieve and how innovative one is in creating engaging learning environments, all these can help in achieving the desired results.

1.2 Sources of electronic teaching and learning resources

Unit 2: Evaluation and Selection of Suitable Electronic Resources in the Enhancement of Teaching and Learning

2.1 Evaluation of Suitable Teaching and Learning Resources

Evaluation of teaching and Learning Resources should always precede their selection. The golden rule here is that, the overall goal should be that of supporting the curriculum, of course, taking into consideration a variety of abilities, learning styles and maturity levels of learners.

2.2 Selection of Suitable  Teaching and Learning Resources

These should be selected on the basis of the extent to which they enrich and support the curriculum deliver

2.3 Critical Questions to ask when selecting suitable teaching and learning resources:

There are five critical questions that need to be asked about teaching and learning in order to select and use appropriate media/technologies:

  • Who are students?
  • What ere the desired learning outcomes from teaching?
  • What instructional strategies will be employed to facilitate the learning outcomes?
  • What are the unique educational characteristics of each medium/technology, and how well do these match the learning and teaching requirements?
  • What resources are available?

Additional Reading

Links to Readings

Assessment

Written Assignment project

Instruction:

Design a 45 minute lesson plan on the learning subject content of your choice as guided by the illustrated lesson plan template. Submit the final product via e-mail:

Here's an illustrative template:

  • Subject;
  • grade;lesson title; 
  • lesson time;
  • learning Outcomes
  • chosen technology (ies) and required resources;
  • Learning activity;
  • Assessment;
  • Contextual considerations
  • pedagogical justification;
  • Contingency plan

Module 3 : Assistive ICTs for Inclusivity

Learning Outcomes for the Module

  • Describe Assistive Technologies;
  •  Understanding Assistive Technologies’ role in Inclusive Education Practice;
  • , Supporting learners with various learning barriers with different Assistive Technologies

    (AAC= Augmentative and Alternative Communication

Assistive Technologies

Assistive Technologies (AT) is a generic term that refers to assistive, adaptive and at times rehabilitative devices for individuals with disabilities. Included in this term are low-tech devices such as special grips for pens to the more advanced high tech items such as computers with specialised software.

Assistive Technologies and Augmented Alternative Communication

ATs definition has been advance in the previous section. Assistive Technologies are found in categories, as stated already. Augmented Alternative Communication( AAC) is one of these categories.

AAC is defined as any device, system or method that improves a child with a form of communication challenge to communicate effectively.

It should be born in mind that teaching and learning hinges around educational communication. Therefore, for everyone to benefit from education, effective communication is a mutual imperative,

Unit 3: Principles and Importance of AAC within the INclusive EDucation Practice.Untitled content

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Learning Outcomes

  • Describe Assistive Technologies;
  • Understanding Assistive Technologies’ role in Inclusive Education Practice;
  • , Supporting learners with various learning barriers with different Assistive Technologies

    (AAC= Augmentative and Alternative Communication.

Unit 1: Assistive Technologies

1.1 Defining Assistive Technologies.

The term Assistive Technologies (AT) is a generic term referring to : assistive, adaptive and even rehabilitative devices for individuals with disabilities. It includes low-tech devices, such as special grips for a pen, to more advanced items such as computers with specialized software.

It is important to note that, medical devices that are surgically implanted are not included in this definition.

A range of these devices are available in a variety of categories to address functional capabilities of student's with disabilities. Of all these, due to the fact that communication is the key in both schools and communities, our focus in this course will be on the category of Augmented Alternative Communication.

Unit 2: Augmented Alternative Communication (AAC)

2.1 Defining AAC.

AAC refer to those ATs,systems or methods that improve a child with a form of communication challenge hindering effective communication.

Learning and teaching revolves around educational communication in a number of ways. Whether through receiving or expression, if attention is not given in time to communication challenges of a child, his/her education prospects can be destroyed for ever. All the forthcoming Units will focus on AAC,

Unit 3: Principles and Significance of AAC within the Inclusive Education context.

Needless to emphasize, early intervention in addressing the provision of AAC so as to effectively alleviate necessitating communication,is significant in developing the level of necessary communication competence by the time of school age. Also, support in the use of AAC is significantly important towards maximizing access and progress in general school curriculum.

This all translate to the importance of sensitizing communities on the significance of early intervention,of course through, clinics and pre-school centres.

 

 

Additional Reading

Links to Reading

1.https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics

2.https://www.microsoft.com/enable/at/types.aspx

3. http://www.rehabtool.com/at.html

4. http://www.familyconnect.org/info/multiple-disabilities/communication/augmentative-and-alternative-communication/235

5.

https://www.youtube.com/watch?v=Eb_URYj_L_k
https://www.youtube.com/watch?v=r3m8_YmTDDM

 

Research Project

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